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2018届九年级英语教学指导意见
谯城区教育局教研室
英语是中考科目中一门非常重要的学科，近年来中考不仅加强了对英语基础知识的考查，更突出了对知识运用能力的考查。在进入复习前，教师应对《英语课程标准》第三部分“分级标准”中“语言技能”和“语言知识”的五级要求和《安徽省初中毕业学业考试纲要》进一步研读，做到心中有数，以便指导复习。同时，教师还要参照《课标》和《考试纲要》的要求，研读2017年全国各省市的英语中考试题、安徽省的中考试题（至少研读近5年的），明晰这些要求在中考试题中是如何体现的，各知识点在中考题目中是如何体现的，哪些知识点虽重要，但在中考题目中很少出现。了解了这些，复习时就能做到准确、高效。
一、新课教学建议：
建议九年级上学期完成所有的教学任务，下学期转入全面复习。对九年级教学建议如下：
(1)精心备课，用心上课，打造高效课堂
(2)尽量把课堂还给学生,提高学生的学科素养，培养学生学科的分析、判断、思维和自主学习的能力
(3)对学生加强学习策略、练习方法和应试能力的指导，为他们的中考奠定基础(4)关注学生的情感和心理，营造宽松，民主，和谐的教学氛围
1、教学进度建议：
由于今年上半学期时间长，下半学期时间短，建议九年级教师应在上半学期上完所有新课，下学期进入全面复习阶段。
9月1日—9月22日
Unit 1 — Unit 3.9月22日—12月8日 Unit 4 — Unit 10 2017年九年级第一次校际联考
12月13日—1月26日 Unit10— Unit 14 1月29日—2月2日 期末测试 3月5日—4月6日 第一轮复习 4月9日—5月7日 第二轮复习
5月8日—6月10 日 第三轮复习及模拟考试
2、九年级教材单元解析与教学指导 2.1单元整体分析 案例：
—1— Eg:Topic: Festivals ·
Chinese Festivals ·
Spring Festival ·
Dragon Boat Festival ·
Lantern Festival ·
Mid-Autumn Festival Foreign Festivals ·
Water Festival(in Thailand)·
Thai New Year ·
Mother’s Day ·
Father’s Day ·
Christmas ·
Easter ·
Halloween Function: Give a personal reaction What do you like best about„? What do you think about „? What have you learned about? What do you know about „? I think „ I gue „ I believe „ I know „ I wonder „
Structures
宾语从句(Objective clauses)I think/believe that „ I wonder if/whether „
感叹句(Exclamatory statements)What +(a/an)+ adj + n + 主语+谓语！How + adj + 主语+谓语！
Vocabulary 课标词汇：
—2 — stranger, relative, pound, steal, lay, deert,garden, admire, tie, treat, Christmas, lie,novel, dead, busine, punish, warn, present,warmth, spread 非课标词汇：
mooncake, lantern, folk, godde, haunted, ghost, trick, spider, eve 短语及常用表达： put on, lay out, end up 2.2 任务链分析与单元整合 2.2.1 分析任务链与话题的关系：
熟悉教材的任务链，明确不同板块所围绕的子话题，为整合提供思路。2.2.2 分析词汇在任务链中的分布情况：
根据单元词汇表划分各板块的相关词汇，协调各板块的词汇教学。任务链分析案例：Unit 2 Section A, 1a-1c: Festivals & Dragon Boat Festival Section A, 2a-2c: Dragon Boat Festival stranger, relative, put on, pound Section A, 2d: Water Festival in Thailand Section A, 3a-3c: Mid-Autumn Festival mooncake, relative, folk, godde, steal, lay(lay out), deert, garden, admire Section A, 4a-4c: Grammar page tie Section B, 1a-1d: Halloween haunted, ghost, trick, treat, spider Section B, 2a-2e: Christmas Christmas, lie, novel, dead, busine, punish,warn, end up, present, warmth, spread, Santa Claus, Charles Dickens, Scrooge, Jacob Marley Section B, 3a-3b: Your favorite festival 2.2.3 分析结构与功能在各板块中的作用：
观察各教学板块中重点语言结构的呈现、复现、归纳、练习、巩固及运用，合理安排不同阶段的语法教学目标。
Section A, 1a-2c 初步感知语言结构功能和意义、模仿输出 Section A, 2d Section A, 3a 感受语言项目在其他语境中的运用，理解更为复杂的句法结构
—3— Grammar Focus Section A, 4a-4c 探究、发现、归纳、训练（form, meaning, application)Section B, 1d 巩固运用 Section B, 2b 再次输入、理解、巩固、内化 Section B, 2d 在理解的基础上实现带有自主意识的、个性化的语言输出 Self Check 检测学生使用语言结构进行自主表达的能力 2.2.4 单元课时整合方案(以Book 5 Unit 2为例)单元整合方案一
学情假设：学生基础较为扎实，基本能够在老师的指导下完成教材的各项活动和任务。
1Section A, 1a, 1b-2c 2Section A, 3a-3c 3Section A, 2d, Grammar Focus, 4a-4c 4Section B, 1a-1d 5Section B, 2a-2c 6Section B, 2d-2e, Revision 7Section B, 3a-3b, Self-check 单元整合方案二
学情假设：学生语言运用能力相对薄弱，教材部分活动和任务对于学生难度较高。1Section A, 1a-1b, 2a-2b, 1c/2c（可选择）2Section A, 2d, Grammar Focus, 4a, 4b, Self-check 2, Self-check 3/4c（可选择）3Section A, 3a-3c 4Section B, 1a-1d 5Section B, 2b-2c(可考虑替换2a)6Section B, 2d, 3a-3b(可考虑替换2e)7Unit Revision（可考虑增加练习）
单元整合方案三 1Section A, 1a-2d —4 — 2Section A, 3a-4c, Grammar Focus 3Section B, 1a-1d 4Section B, 2a-2c & 2e 5Section B, 2d, 3a-3b 6Self-check, Revision（来自一线教师的整合方案，供探讨）
2.3 教学内容分析与活动设计
2.3.1 分析活动内容与设计目的 Questions: What are the students supposed to do? What’s the purpose of each task/activity? 2.3.2 分析活动的可操作性与难度 Questions: Is the task/activity suitable for the students? Is it easy or difficult? If it’s too easy, what do you want the students to do? If it’s too difficult, what difficulties do you think the students might have? What can you do to help them? 分析学生的困难： 学生缺乏必要的背景知识
学生不熟悉与该节日相关的词汇或表达 听力篇幅较长，学生的注意力不能保持 学生捕捉关键信息的能力较弱 学生记录信息的速度不够快 学生语音辨别能力不强 „
调整教学的措施：
Provide background knowledge Present new words and expreions before listening Split the long dialogue into two parts Make predictions before listening Let Ss read the questions and exercises before listening Practice note-taking „
教学活动参考：Motivate the students
—5— Let Ss look at some pictures about Halloween and discu how people celebrate the festival Purpose: to provide background knowledge, to present new words and expreions Do you like reading ghost stories? Are you afraid of spiders, bats or ugly faces? Do you like eating candies or chocolate? If you said “yes” to all these questions, you would love this festival—Halloween 2.3.3 设定课堂教学内容与目标 Question: What will the students be able to do after the leon? 语言知识、语言技能、情感态度、文化意识、学习策略
Difficult sentences Chinese people have been celebrating Mid-autumn Festival and enjoying mooncakes for centuries They carry people’s wishes to the families they love and mi Whoever drank this could live forever „
One night, he found that the moon was so bright and round that he could see his wife there How he wished that Chang’e could come back!SWBATs Students will be able to: identify the correct form and the meaning of some new words and the objective clauses use their own words to retell the story of Chang’e and Hou Yi or explain the origin of Mid-autumn Festival infer the meaning of some new words or difficult sentences based on the context introduce the traditional Chinese festival in English create a mind map to help them memorize what they learned about this topic 2.3.4 确定铺垫环节与教学步骤
—6 — 课堂教学活动应根据学生的兴趣、需求、语言水平、知识面以及自控能力的综合情况来考虑。
Questions: What have the students already known? What do they want to know? What do they need to learn? How many activities can they finish? What kind of activities will arouse their interest and attention? What kind of activities will be suitable for students of different levels? What strategies can they learn from the activities? What kind of scaffolding should be provided? „
阅读板块分析与阅读活动设计（阅读教学案例）阅读板块内容分析 阅读任务链 读前，读中，读后 阅读文本
题材体裁、内容信息、文化内涵、篇章结构 阅读活动
阅读策略、活动形式、难度、可操作性
Pre-reading While-reading While-reading Post-reading 阅读文本分析
题材：圣诞节与小说《圣诞欢歌》
文化内涵：圣诞节习俗、圣诞节的精神实质 相关词汇
课标词汇：Christmas, lie, novel, dead, busine, punish, warn, end up, present, warmth, spread 人名： Santa Claus, Charles Dickens, Scrooge, Jacob Marley 拓展词汇：birth of Jesus, decorate the Christmas tree, stocking, turkey, Christmas carols „
阅读活动分析
（一）活动 2a: 激活背景知识，激发学生学习兴趣，呈现部分
—7— 新词汇，为接下来的阅读做好铺垫。活动 2b-2d: 通过阅读获取信息，关注文章细节，透过字里行间推理言外之意（2b 第一段，2c第三段、2d第二、三、四段）
阅读活动分析
（二）活动 2e: 在充分理解语篇的基础上，学生充分发挥想象力，根据篇章提供的信息和所学语言，实现语言输出，进行自主表达。
阅读策略与活动选择 Pre-reading Activities Activity 1: Let Ss brainstorm what they know about Christmas and then create a mind map Activity 2:(Showing pics)Introduce Christmas and presenting words and expreions about Christmas Activity 3: Let Ss make predictions about the reading paage While-reading Activities Activity 1: Skimming Activity 2: Jigsaw reading Activity 3: Scanning: 2b Activity 4: Scanning: 2c Activity 5: Recalling details: Ask and answer questions Activity 6: Inferring: 2d Activity 7: Summarizing the main idea Activity 8: Analyzing sentence structures „
After-reading Activities Activity 1: Retelling the story Activity 2: Role-play: 2e Activity 3: Project(Competition: comics, PPT, performance)Poible teaching procedure I Lead-in: Activating the students’ prior knowledge and presenting new words 1 Show a list of some important dates to the Ss and let them speak out the names of the festivals 2 Let Ss talk about the festivals by asking these questions: —8 — What do you know about this festival? What do people usually do during this festival? 3 Let Ss get into groups and brainstorm the words and phrases related to Christmas based on the mind map in 2a II Pre-reading: Making predictions Let Ss look at the title of the reading paage and predict what it might be about Ss are supposed to use I believe/think/gue „ to answer this question: What do you think the reading paage is about? III While-reading 1 Scanning: Let Ss read the paage quickly to check whether their predictions are right and pick out all the names from the paage and explain who they are Charles Dickens, A Christmas Carol, Scrooge, Jacob Marley, the Ghost of Christmas Past, the Ghost of Christmas Present, the Ghost of Christmas Yet to Come T introduces the background or present some new words 2 Reading for the details 1)Let Ss read paragraph 1 and answer some questions 2)Let Ss read paragraph 2 and finish a table about A Christmas Carol 3)Let Ss read paragraph 3 and finish the table in 2c 4)Let Ss read paragraph 4 and talk about Scrooge’s changes 3 Reading for the author’s writing purpose Let Ss read and find out the sentences that explain the spirit of Christmas Encourage Ss to use their own words to summarize the author’s purpose of writing this paage 4 Reading and inferring Let Ss read between the lines and give their own answers to the questions in 2d Ss are supposed to use the expreions: I gue „ I believe „ I think „ I suppose „Reading for learning the vocabulary
—9— 1)Let Ss find out the important words and phrases based on the meanings that T provides 2)T provides some sentences or a short summary about the reading paage Let Ss use the correct words to fill in the blanks 6Reading for the difficult and important sentences 1)Let Ss underline the difficult sentences or the important sentences worth memorizing and discu what they really mean or why they are important 2)T writes on Bb the sentences that Ss mostly feel difficult to understand and gives neceary explanations 重难点句型(一）
Many would agree that when we think of Christmas, we probably think of gifts, Christmas trees and Santa Claus It is about an old man named Scrooge who never laughs or smiles He just cares about whether he can make more money and he hates Christmas Marley used to be just like Scrooge, so he was punished after he died He warns Scrooge to change his ways if he doesn’t want to end up like him 重难点句型
（二）First, the Ghost of Christmas Past takes him back to his childhood and reminds Scrooge of his happier days as a child Then the second spirit, the Ghost of Christmas Present, takes him to see how others are spending Christmas this year He is so scared that he wakes up in his bed and finds out it is only the next morning — Christmas Day!He now treats everyone with kindne and warmth, spreading love and joy everywhere he goes 7 Reading aloud 1)Play the tape and ask Ss to read after the tape and pay attention to the sense groups 2)Choose some students to read aloud the paage to check whether they have problems Correct their mistakes in pronunciation if neceary IV Post-reading Role-play: 1Divide the Ss into groups and let them make up conversations between Scrooge and the three ghosts — —102When Ss are ready, ask several groups to present their conversations to the cla 写作板块分析与课堂活动设计（写作教学案例）Before writing: Understanding the requirements Brainstorming/Listing the ideas Organizing the ideas/Outlining Analyzing the sample(layout, opening and closing sentences, linking words, useful expreions)Setting up aement criteria for writing Understanding the requirements What type of writing is it? Is it formal or informal? What’s the topic? How many words? How many paragraphs? What kind of words or sentence structures should be used in the writing? „
Organizing ideas The name of the festival The date of the festival People’s activities and food to eat The reasons why I like it best and my feelings about it Setting up aement criteria for writing Text Organization Use of linking words Spelling Grammar Punctuations „
While-writing Ss write their first draft T provides help(vocabulary, useful expreions, linking words, etc)Post-writing
—11— Editing: Peer editing/Teacher editing/Self editing Proof-reading The final draft 附：阅读教学中的问题与探究
阅读教学中的常见问题（1）课前预习或扫清新词汇 刻板的阅读教学流程
完全遵照/抛弃教材活动与练习 技能与策略培养缺乏引导步骤 阅读活动形式单
一、缺少层次 阅读活动之间缺乏逻辑延续性 回避重难点讲解或讲解过多过滥 读后的语言输出要求过高
小组活动流于形式，缺少铺垫与支持 阅读教学中的常见问题（2）预设问题控制性太强，束缚学生思维 对学生的课堂反馈缺少应对措施 指令语不够明确清晰
多媒体或录音使用的时机或时长掌握不当 „
改进教学的建议：
合理取舍教材内容，发挥自身创造性 紧扣教学目的，为各项活动精心铺垫 激活背景知识，尊重学生的观点和思维 联系学生实际、兴趣爱好或时事热点 活动形式操作简便省时，有趣味，有内涵 合理运用传统和现代的教学手段 总结反思，共同摸索有效教学的道路
二、英语学科复习计划及建议：
第一轮复习（教材的整理阶段3月5日—4月6日 第一轮复习）
第一轮复习以教材为主，对初中三年的教材进行梳理整合，结合《安徽省初中毕业学业考试纲要》和《英语课程标准》的要求，进行全面复习，理出中考考点，牢固基础知识，将分散的知识点系统归纳，整理出完善的知识体系。以单元为单位把三年的教材内容复习一遍，做到目标明确、重点突出。本轮复习要把完备学生的语言知识积累和提 — —12高学生的做题能力结合起来。所以，教师应遵照《考纲》的要求指导学生列出重点短语、重点句型、交际用语等，并做相关的有效练习。尤其要把中考考纲词汇整理出来，让学生进行总结性的词汇复习。复习过程中，教师仍然要遵循“学中用，用中学”和“学习即生活”的课堂教学理念，增强学生英语语言的敏感度。
让听力练习和书面表达练习贯穿到九年级英语教学的始终
第二轮复习（专题复习阶段4月9日—5月7日 第二轮复习）
依据《考纲》，针对语法，词法，句型，交际用语进行专项复习，采用讲练结合的方式，运用比较和归纳的方法，在第一轮复习的基础上逐步提高。
结合历年中考试题，对《英语课程标准》语法项目表中列出的14项语法项目逐一精讲精炼。建议选做中考真题，确保复习效果。
第三轮复习（中考模拟训练5月8日—6月10 日）
依据《考纲》，有针对性地对学生进行听力，完形填空，阅读理解，书面表达等做题方法和技巧的指导，让学生掌握各题型解题方法和技巧。教师精选10--15套中考真题让学生模拟练习，并有选择地精讲，同时帮助学生总结做题技巧，力促学生做题的能力的提高。
结合新《考纲》复习阶段（6月4日——6月11日）
对照2017年《安徽省初中毕业学业考试纲要》和2018年《安徽省初中毕业学业考试纲要》，查漏补缺。对课本上没出现而新《考纲》上出现的内容进行补充。尤其要关注新增词汇。
学生自由复习阶段
三轮复习后，让学生通过自由复习和错题纠正进行查漏补缺。考前动力测试
中考前对学生进行一次充电性质测试，降低试题难度，使学生都能考到满意的高分数，让他们满怀信心地迎接中考。
三、复习重点 语法项目：
实词（名词、动词、形容词、副词）是复习重点。功能意念项目：
社会交往中的“问候”“告别”“感谢”“介绍”“请求”“打电话”“就医”“购物”“问路”；态度中的“意愿和打算”；时间；比较等是复习重点。
话题项目：
24个话题项目都很重要。其中与学生个人、家庭和学校生活密切相关的话题以及有关日常生活、兴趣爱好、风俗习惯、科学文化、环境保护特别是有关中国元素等方面的话题应作为复习重点。在话题项目的复习中，一定要结合最前沿的时代信息。
四、教研指导（九年级备课组应开展的工作）：
—13— 1.加强教育理论和业务学习。
九年级备课组要组织教师重点学习《英语课程标准》和《安徽省初中毕业学业考试纲要》，认真学习和理解课程标准来指导平时的课堂教学，以提高教学效率。同时，要引导教师认真研究考纲和我省及全国各地的中考试题。
2.发挥骨干教师的引领作用。
备课组要安排骨干教师的复习示范课和新老师的展示课。学习骨干教师的教学模式和特色，帮助新教师进一步完善教学能力，更多的是加强备课组教师之间的学习和交流，做到资源共享，经验共享。
3．备课组要认真组织好每次考试，并做好分析，适时的发现问题并解决问题，少走弯路。
4．在进入复习之前，九年级备课组就要把第一轮的复习任务分解到人，大家结合中考试题分单元总结各单元的重点短语、重点句型、交际用语、功能意念项目和话题项目。在进行第一轮复习的同时，把14项语法项目分配任务到每个人，结合中考《考纲》写出第二轮复习的详细教案，供大家使用。2018年中考试题的精选、模拟题的精选以及书面表达等题目的预测都要进行分工，分解工作量，确保复习质量。同时还要建立与兄弟学校特别是名校的联系，力争与他们资源共享。
— —14
