人教版九年级全册 Unit 4 I used to be afraid of the dark.Section A 3a-3c Reading 教案(表格式)

文档属性

名称 人教版九年级全册 Unit 4 I used to be afraid of the dark.Section A 3a-3c Reading 教案(表格式)
格式 doc
文件大小 47.0KB
资源类型 教案
版本资源 人教新目标(Go for it)版
科目 英语
更新时间 2022-10-07 15:38:24

图片预览

文档简介

教学内容 Unit 4 I used to be afraid of the dark.Section A 3a-3c Reading
课时 Period 3 教学对象 九年级 设计者
一、教材内容分析
本课教学内容是Unit 4 I used to be afraid of the dark.Section A阅读课时。通过前两节课的学习,学生已经基本掌握了used to be/do的用法,能够用此短语对过去和现在做简单的对比,本课时旨在继续学习使用此短语的基础上,引导学生读懂关于Sandy成长的文章,掌握其中的新词汇和表达,训练跳读、细读、研读能力,同时激发学生努力上进的成长愿望,形成良好的人生价值观。
二、教学目标
知识目标:1) 能掌握以下单词:interview, Asian, shyness, dare, crowd, guard, require, take up, tons of, deal with, private time, fight on.2) 能掌握以下重难句子:She took up singing to deal with her shyness.She dared to sing in front of crowds.She gets tons of attention.she doesn’t have much private time.People have to be prepared to give up the nomal life.Only a very small number of people make it to the top.(二)能力目标:能够运用阅读策略完成相关阅读任务。(三)情感态度:端正成长态度,形成良好的人生价值观。
三、重点、难点
1. 教学重点:1) 掌握本课时出现的生词及短语。2) 阅读短文,获得相关信息,提高学生的综合阅读能力。2. 教学难点对学生获取信息、处理信息的能力以及分析问题、解决问题的能力的培养。
四、教法选择与学法指导
本课为一节阅读课。按照阅读课读前、读中、读后三大版块,教学时采用“问题导读”的课堂教学模式。具体做法:情景导入—粗读探知—细读提升—研读深化—拓展运用。在阅读中指导学生运用skimming, scanning及通过上下文推断、理解生词的含义等阅读策略,提高学生的阅读理解能力。
五、资源准备
多媒体课件
六、教学过程
教学任务 教师活动 学生活动 设计意图
1.Leading in(3 minutes) 1.Listen to the music “My day in the past” And lead Ss to talk about it.2.Ask Ss to make sentences with “used to” and “but now” according to the pictures on the screen.3.Say “She used to have long hair,but now she has short hair”means “From long hair to short hair” Ask: What does “From shy girl to pop star” mean 1.Ss listen and talk about the music with the teacher.2.Look at the pictures. Make sentences with “used to” and “but now”.3. Look at the title and say the meaning of it. 设置情景,导入新课。通过欣赏“童年”音乐感叹变化;通过用“used to” and “but now”看图说话,让学生回顾 “used to” and “but now”的用法;通过看标题猜含义,激活学生大脑,调动学生的学习兴趣, 激发学生的阅读的愿望。
2.Pre-reading(3 minutes) 1. Ask Ss to look at the photo, the information in 3a and the title to the story on page 27. Then answer the questions below:Who is the young girl in the picture Is the girl still shy now What does the passage talk about 2. Have Ss skim the article. Then match the paragraphs with their main ideas. 1. Look at the photo, the information in 3a and the title to the story on page 27. Then answer the questions2. Skim the article. Then match the paragraphs with their main ideas. 粗读感知。让学生运用Skimming 这一阅读策略,快速浏览图片、标题、问题、首尾句等信息点,回答问题,感知文章大意,找出每段主题句。
3. While-reading(23 minutes) 1. Have Ss read the first paragraph, then answer the questions and fill in the chart. 2.Let Ss read the second paragraph, then fill in the blanks and chart.3. Tell Ss to read the third paragragh, fill in blanks and answer some questions.4.Ask Ss to finish 3b Read thefirst paragraph, then answer the questions and fill in the chart. 2.Read the second paragraph, then fill in the blanks and chart. 3. Read the third paragragh, fill in blanks and answer some questions.4. Finish 3b. And check the answers. 细读提升。指导学生运用Scanning这一阅读策略,通过回答问题、填空、填表练习,找出Sandy变化的文章细节。并掌握通过上下文猜测词义的阅读策略。
4. After-reading(8 minutes) Have Ss read thepassage carefully and see if they have any difficulties.2. Ask Ss to make a dialogue according to the passage. 1.Read thePassage aloud and ask questions.2.Make dialogues about the passage. 研读深化。学生再读课文,确保理解各句话的意思,及时发现并处理不懂的问题。最后通过角色扮演,根据文章编对话,达到变式训练的目的。
5.Summary(2 minutes) Help Ss to summarize what we have learnt in this class. Ss try to summarize what we have learnt in this class. 总结所学内容,并进行情感升华,达到教书育人的目的。
Homework(1minute) Write a summary of the passage in 3a. And talk about how you have changed.Write down the dialogue about Candy.And talk about how you have changed. Ss choose the homework to do. 作业分层要求,异步达标。
七、板书设计Unit 4 Section A (3a-3c) From Shy Girl to Pop Star fight on difficult worry about be careful about doesn’t have private time there are always guardsgets tons of attention be able to travelSandy(19 years old, not shy, loves singing)dared to sing took up singingdidn’t use to be popularShy
八、总结和帮助(反思及改进)
成功的方面:1.教学理念方面:阅读教学的目的在于培养学生获取信息、处理信息的能力以及分析问题、解决问题的能力。《新课标》倡导:教师应依据课程的总体目标并结合教学内容,创造性地设计贴近学生实际的教学活动,吸引和组织他们积极参与。这样学生可以通过思考、交流和合作等方式,更好的学习和使用英语,完成学习任务。本课积极围绕教学内容,以任务为依托,以问题为途径,力争面向全体学生,在培养学生学习兴趣、学习能力的同时,兼顾学习习惯的养成和情感态度价值观的达成。2.教学过程方面:教学活动设计由易到难、由浅入深,层层递进,鼓励学生大胆使用英语,对他们在学习过程中的失误和错误采取宽容的态度。并为学生提供自主学习和相互交流的机会。主要是通过小组的合作学习让学生通过体验,实践,交流,探讨,合作等方式,发展读、写的综合语言技能。其最终的目的都在于为提高知识的综合运用能力。3,整堂课能够充分发挥学长的积极主动性,让学长很好的担当了组内的引领评价的作用。4,尽我所能的激发学生学习英语的激情,鼓励他们大胆参与并展示。学生参与度比较广,各个层面的学生都得到了锻炼,提高。还需改进的方面: 1,课堂当中面对突然停电,有的学生不知所措,老师应加强应对课堂危机的能力。2,小组合作学习应该再想办法,进一步的深入开,特别是调动潜能生的能动性。