冀教版英语九年级全一册Unit 10 Get Ready for the Future Unit Review教案

一、整体设计思路、指导依据说明
一、本节课是中考阅读课，过程分为准备即热身阶段(Preparation)→呈现、感知(Presentation)→操练、体验(Practice)→探索生成(Production)→巩固、提高(Progress)的顺序展开。 二、我设计了五个环节：1.参与感知阶段——通过让学生体会换了新老师的心情，然后让三位学生通过听片段，表演等环节，然学生感知语言与情感的关系——语言的行动性。学生的表演使学生参与、体验，感知语言文字背后的情感。2.体会文字，产生共鸣——从听到读的过程，充分调动学生的感觉器官进行文字的情感体验。让学生明白：读者与作者情感上产生共鸣是非常重要的阅读方式。3.分析题型，逐个击破——让学生回想襄阳市中考试题中阅读的所占比重，并且分析阅读理解究竟有哪些题型。同过这个环节，让学生明白阅读能力究竟从哪些方面进行考察。 4.实战演练，总结方法。让学生通过做四种常考题型：主旨大意题、细节题、猜词题和逻辑推理题。帮助学生分析问题，合作交流找出方法，让学生自我探究发现解题技巧。 5、巩固提高，发展个性。教无定法，同样阅读方法也各不相同，找出适合自己的方法才是最佳解题技巧。 三、本节课教学特点。 1.善于总结，探究归纳。在一节课中要灌输阅读技巧很难，所以让学生自我感知，总结一般规律才能更有效的引导学生找出阅读技巧。 2.激发思维，循序渐进。阅读一直是学生考试的短板，每一位学生可能都有过“阅读烦躁症”，看着那么多的单词，一篇篇呈现在学生面前，很多学生的情绪是抗拒的。所以，只有激发学生思考，循序渐进调动他们的积极性，才能让他们不知不觉中被带入阅读的世界里。 3.教师主导，学生主体。叶圣陶先生曾指出：“先生的责任不在教，而在于教学生学”。因此，本节课教师一直在最大程度上发挥学生的作用，让学生带着愉悦、有成就感的心情进行各种各样的活动，使得九年级的学生依然还是很有上课的激情。
二、教学目标分析
本节课倡导自然教学法，让学生零压力进行阅读，要让学生充分融入自己的感情进行阅读，从而与作者产生共鸣。 1．能力目标 在本节课结束时，学生能够 通过老师的引导融入感情，产生共鸣去思考文字背后的意义。即产生正确的阅读过程read the lines ━ read between the lines ━ read beyond the lines. （2）通过对各种题型的训练，掌握最基础的解题技巧，并能够在阅读中熟练运用。 （3）学会鉴赏阅读，体会到文字的美感。 2．知识目标 读懂适合九年级学生水平的阅读材料，并能够有很好的阅读速度和正确率。 3. 情感目标 ①通过各种Pair work和Group work 训练方式，增强同学们的信任感和自信心。 ②通过本节课的学习，让同学们不再畏惧阅读，并且逐渐形成自己的阅读方法和技巧。 ③通过本节课的学习，让学生感知文字的美感。 （4）策略目标 引导同学们注重交际策略，集思广益如何构思如何进行阅读，帮助学困生降低学习困难；学会自主学习的学习策略，成为终身的学习者，同时学会与他人合作，通过这样的交际策略和学习策略，来提高自己的学习质量。
三、教学过程设计
Step 1 Preparation （贴近生活，自然导入） 1.Greet. Greet the students like this “I’m happy to be your new teacher. I’m happy so I smile to you. If you are happy, you smile to me too.” （打招呼，自然导入到不同事情会产生不同情感。） 2. Show some facial expressions on the screen and ask Ss to discuss “What these pictures stand for ”（认识表情包，体会各种情绪。） Happy- very happy - sad - shy- embarrassed - angry 3. Ask three students to act out what the teacher tells them using facial expressions, body language and so on to experience the different feelings.（通过听情节，让学生表演，帮助学生体会各种事件的不同心情。） Scenario one: One day , you were walking on a street slowly. At this time, you met a very beautiful girl. You wanted to talk to her. But suddenly a dog was coming to bite you, you had to run away. Scenario two: One day, you were writing your homework in the classroom. But the problem was very difficult. You copied your deskmate’s homework. At this time, your head teacher was coming , he was very angry, and said “what are you doing ” You felt very sad and embarrassed. Scenario three: One day, you were walking on the street, suddenly, you saw a wallet on the ground. You picked it up and opened it. There was a lot of money in it. It was 10,000 dollars. You were very happy and said “I’m rich now. I’m rich now.” 4. Ask the students to read three short passages and find out the feelings behind these words. T: You create different feelings after hearing different things. Of course, when you read different words, you’ll also create different feelings. So read the following three passages and tell me how you feel about them. Eg: 1. Twelve students in a big city sold vegetables at a local market together. Within 12 days, they made more than 1,500 yuan.(2018. 武汉) 2. When it comes to shopping for clothes, my mother and I have always disagreed on what fits me well.(2018. 荆州) 3. When you fear, you may lose control over your thoughts and actions.(2018. 宜昌) 【设计目的：这些活动的目的至始至终围绕：语言与情感是密切相关的，只有体会到其表达的情感才能真正意义上实现语言理解。同样，当阅读一段文字时，必然要读者与作者产生情感上的共鸣，才能更好地进行阅读理解。这些活动没有明确的告诉学生要干什么，而是让学生体验参与，自然品知，效果更好。】 Step 2 Presentation （整体感知, 呈现题型） 1. The teacher asks the students “How many passages are there in Xiangyang’s English paper of the entrance exam to high school. Ss: There are six in total. One cloze test, three reading comprehension, one restoring reading, one read for filling the words. 2. Ask the students to discuss what types of questions there are in the reading comprehension. Ss: There are about four types : questions for main ideas; questions for details; questions for guessing the meanings of the words and questions for inference. Step 3 Practice（实战训练，归纳总结） 1. Find out the main idea of the passages.(主旨大意题) Passage 1 Some students prefer a strict teacher who tells them exactly what to do. Others prefer to be left to work on their own. Still others like a democratic discussion type of class. No teaching method can be given to satisfy all students at the same time. Passage 2 People have different tastes in food. Some feel that they haven't eaten a meal unless they have had steak or other red meat. Some prefer chicken or fish and eat one or the other at every meal. Others prefer vegetables and fruits or grains and would enjoy a meal of spaghetti, eggplant, and fresh fruit. Others could live on what were called fast--foods: a hamburger or hot dog, French fries and a soft drink. Passage 3 (2018.襄阳） People often ask me for suggestions about how to learn English. As for it, everyone is different. I'll share some of my experience. I once took a school year English course in Wuhan University, but I mostly learned English on my own. One thing I can tell you is that, once you've started learning, you should try to think in English as much as you can... For several years after I started learning. I was often afraid of talking with others in English because I didn't want to make mistakes.... The best title for this passage should be ______ ． A．The importance of English B. My English learning Experience C．My University Life D．My American Friends Passage 4(2018. 安徽)
Would you like to live in a city where buildings turn the lights off for you, and self-driving cars find the nearest parking space themselves Although it might sound a little far from you, living in a “smart” city like this could happen sooner than you think.
Great changes have taken place in towns that we have lived in for centruies, while completely new cities are being built. The main idea of this paragraph is that ______.
A. Future Education
B. Smart Cities
C. Government Services
D. Famous Companies 2. Find out the details.(事实细节题) Passage 5 (2018.襄阳） People often ask me for suggestions about how to learn English. As for it, everyone is different. I'll share some of my experience. I once took a school year English course in Wuhan University, but I mostly learned English on my own. 1. The writer learned English in Wuhan University for about _______.
A. a week B. a month C. a term D.a year Passage 6(2018 武汉) They learned to work hard to sell their veggies. Every morning they had to wake up at 3 o'clock. Some of them went to the farmer's market to buy vegetable. Some of them went to the local market to take up a temporary stall. To lower the cost, they learned to bargin with the sellers. 3. They bargained with the sellers to ________. A. cut down the cost B. share their feeling C. get bigger vegetables D. attract more customers 3. Guess the meaning of the words.(词义猜测题) 1. Unlike his brother,who is truly a handsome man,John is quite homely．“homely”means “ ”. 2. Everyone agreed that the woman in the photo was gorgeous．It was easy to see why she had won the beauty contest． “gorgeous” means ____________. 3.Today was a very hectic day for me．I woke up late， hurried to the office，worked until four，went to the store，cooked dinner and washed clothes．I did so many things that I was certainly very tired． “hectic”means “ ”. How to guess the meaning of words 4. Questions for inference.(推理判断题) Passage 7 (2018. 黄冈) “If I had planted the tree near the road, strangers would have stolen the fruit. If I had planted the tree in one of my fields, my neighbors would have come at night and stolen some of the apples. If I had planted it near my house, my own children would have taken the fruit.” “Yes,” said the friend, “but at least someone could enjoyed the fruit. Now you not only have robbed everyone of the fruit, but also you have destroyed a good apple tree！” What does the story tell us A. should care about others' feelings. B. We should learn to share beautiful things. C. The young tree can provide apples for us when it grows up. D. The young tree can grow up one day. Step 4 Production（总结归纳，转换生成） Step 5 Progress（训练巩固，内化提高） Ask the students to do more exercises to practice the reading skills.
四、教学反思
这一节课因为容量大，完成起来较为艰难，但是由于九年级的学生自身英语素养已处于较高水平，所以整体来说还是成功的。其优点：1、活动设计层层递进，学生参与自然融洽。由于一开始就将学生带入情景教学之中，所以学生并没有感受到老师在“教”的氛围，而是自我参与的过程。2、激活思辨能力，发挥学生主体地位，自主探究学习。整节课，每一个环节都是学生自己总结归纳，透过现象看出本质，所以孩子们有较强的获得感与满足感，这样也很容易激活了学生的批判性思维能力，师生之间，生生之间碰撞出更多的智慧火花。阅读解题技巧多种多样，但是万变不离其宗，学生们积极探索，找到了很多实用的解题技巧。所以这样的中考专题复习课是及其有必要的。不足之处：1、老师的准备不是很充分，由于时间紧张，再者九年级学生很是宝贵，所以没有任何提前预演，感觉老师和学生都有紧张放不开的情况，包括老师的教师用语和学生的自由表达的语言都有不精准的地方。2、上课时间仅为40分钟，所以给学生自主探究的时间和仔细阅读的时间不太充分。 不管怎样，这节课凝结了老师和学生的智慧，也体现了中考复习专题的有效性和必要性，是一节成功的中考阅读专题课。