外研版九年级上册Module 6 Problems Unit 2 教案（表格式）

If you tell him the truth now, you will show that you are honest. 教学设计
教学年级：九年级
课题名称：Module 6 Problems Unit 2
（一）学生分析
九年级的学生，由于面临毕业考的学习压力，课业负担加重，再加上青春期的成长因素，九年级的课堂大都缺乏七八年级活跃的气氛，学生们不是特别喜欢在课堂上表现自己，但同时也说明，他们更适应阅读课型，因为阅读需要潜下心来静心阅读，并训练阅读能力和阅读技巧。
（二）教材分析
1. 本节课是这个模块的第二课时，属于阅读课型
2. 第一课时中，学生对本模块的话题已经有了大致的了解。学生生活和学习中总会出现各种各样的问题，由if从句提出问题的假设，然后用will do形式表达解决方案和建议是本课的主旨。同时，第一模块对该句型的操练和话题的引入，为本课的阅读和探究做了很好的铺垫。
3. 解决生活和学习中的遇到的问题有多种方式方法，本文是由一封寻求建议的书信和提出解决方案的回信组成的，引导学生勇敢面对困难，积极探求解决问题的多种方式方法，享受生活。
（三）教学目标
By the end of this lesson, students are expected to:
1. Master the new words and phrases of M6U2
2. Learn to get main ideas of the paragraphs by skimming and find specific information by scanning.
3. Have a deeper understanding of the content and some words and phrases by reading it carefully.
4. Be able to use the sentence structure of if… sb./sth. will do…to give resolutions.
5. Learn to face the problems bravely and enjoy your life.
（四）教学策略
1. 努力创设情境策略
以学生实际学习和生活的问题入手，旨在激发学生的学习兴趣，同时也能很快让学生明白本课主要讲的话题内容。在创设不同问题情境的同时，引入生词的教学，同时再次复习和操练if… will do… 句型
2. 教学媒体运用策略
本课充分利用多媒体辅助教学，选取了与课文内容相关的图片、视频材料和音乐，创设英语学习情境，充分调动学生的学习积极性和主动性，刺激学生获得语言信息和感官信息，从而增加本课的信息输入量，提高学生的英语学习效率。
3. 任务型教学策略
任务设置以学生活动为主，学生通过思考、讨论、合作等方式，学习和使用语言，完成学习任务。教学环节的设置带有明确的目的性，围绕网络科技和纸质书籍的优缺点进行展开，最后根据文本所提供的信息，画出科技发展的时间轴，以及在这过程中给人类生活所带来的巨大变化。
具体模式是:
4. QA & CPC阅读教学策略
QA即question and answers,也即培养学生提问和回答问题的能力。
CPC即connectors and points and connectors,也即培养学生用连词或连接词叙事的能力：连词成句、连句成文的能力。
重难点：阅读关于“问题及建议”话题的文章，获取大意及细节信息。
读懂文章，获取大意及细节信息是本课的一个重点。
无论是初中或高中，英语教学都渴望达到读、说、写一体化。为达到这一目标，英语课堂要尽量运用各种媒介锻炼学生的这三种基本技能。QA & CPC模式是指在英语阅读教学中教师首先设置一个QA环节，即根据文章提供的信息，提出几个归纳文章事实性信息的问句，难度有浅入深，引导学生梳理最基本的文章事实；继而根据这些问题及答案罗列出本文的重点points，以及这些points所围绕的问题，即connectors—points—connectors；接下来在前面两步骤的基础上，引导学生利用这些points再自行组织原文，即retelling；最后，口头训练落实到笔头，引导学生进行rewriting。
（五）教学过程 Teaching procedure
为了更好地实现这节课的教学意图，在课前做了如下准备：
首先，预习了本课的生词，朗读了课文，让学生熟悉了本课的文本内容。其次，让学生思考了自己生活中的问题和学习中遇到的问题以及你的解决方式方法。
1. 导入 Leading in
As an English teacher, I’m quite busy during my workdays. If I want to have a rest, I’ll listen to music. Then play the song of Trouble is A Friend, fill the blanks.
The purpose of this part is leading in the topic of problems and the sentence structure as well. Meanwhile, get students ready for the deeper understanding of the whole passage.
2. 阅读前活动 Pre-reading
Share your problems in your life and say your resolutions.
Set different situations, new words learning.
3. 阅读活动 While-reading
Steps Teacher’s activities Students’ activities Aims
Step1: Read the first letter fast ① We just simply talked about what we will do if we have different kinds of problems. Then what did Steve do when he had the problem.② Steve wrote a letter to ask for advice, the second letter is the reply to the first one.③ before choosing Steve’s problem, analysis the three choices first, help the students to get it easier. Read the passage in general, get main ideas of the passage by skimming and find specific information by scanning. Know the types of the two letters. Have the general idea of the passage, Go to step of “read it carefully” smoothly
Step2:Read it carefully ① Instruct the Ss to read the passage in detail, read the whole passage one paragraph by one paragraph.All the reading tasks are given in different ways② Walk around and make sure that every student knows how to do this task. ① Para. 1 Why do homework only on his father computer② Para.2How did the computer go wrong, fill the blanks.③ Para. 3Deeper understand the sentence with whether, and tell the difference between whether and if ①Practice reading ability② Help the Ss practice the new language points
Step 3:Read for understanding Find out the two mistakes that Steve had made Read it loudly and freely Have a deeper understanding of the content
Step 4: Read the second letter What did Diana suggest Read for Diana’s advice and retell them one by one Reading skills training, find specific information quickly
Step 5: read the two letters Where can you find the two letters most properly Read and choose Have a deeper understanding of the content
在正真进入阅读阶段后，先引导学生进行整体阅读，先搞清楚阅读材料的体裁和两封信件之间的关系。然后再就两封信件分别阅读。
阅读第一封信件，判断作者的遇到的问题是什么，灌输阅读技巧，学会找关键句判断文章主旨。然后分段细读，每个段落设置不同的阅读任务，既有理解型的，也有生词运用型的。同时，所设置的任务除了围绕生词和理解展开，还注重训练句型结构的运用。第一封信件的最后整体阅读是通过作者的遇到的问题找出他所犯的错误，对文章有个深层次的理解。阅读第二封信，这是一封针对作者写的求助信的一封回信，设置的阅读任务是根据作者的问题而提出相对应的建议。再次整体阅读两封信件，找出最有可能的出处。
4. 阅读后活动 Post-reading
Steps Teacher’s activities Students’ activities Aims
Step 1: Talk and discuss in groups Give them the events, ask what does Steve feel when that happens Talk freely andshow ideas in groups Get information for the writing task
Step 2:Report Show a sample of a report to express the idea Do a report about it Make the Ss practice using the sentence structure
Step 3:Write skills leaning what you can write in a letter to ask for advice ① Listen and understand② think one of the problems you have and basic information about it Present the result
Step 4: Moral education Be brave to face the problems in your life, and try to get the advice from others Enjoy my words Moral education in learning English
在学习完整篇课文之后，设置一个feeling map 任务，既能让学生充分理解文章内容，又能很好的操练句型，然后就一个问题写出一篇完整的寻求建议的信件进行写作指导，最后引导学生勇敢面对生活和学习生活中的困难，积极寻求建议。而本课的课后作业也是分层次布置的，有利于争取每位同学能够通过本课的学习都有所收获。
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