牛津译林版九年级上册Unit 4 Growing up Reading 1 Never give up 教案
文档属性
| 名称 | 牛津译林版九年级上册Unit 4 Growing up Reading 1 Never give up 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 40.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-10-26 20:00:21 | ||
图片预览
文档简介
英语（九年级上册）Unit 4 Growing up
Reading(I)
I. Teaching aims and learning objectives
By the end of the lesson, the students are expected to
● learn about how small Spud Webb could succeed in getting into the NBA;
● develop their reading skills to have a better understanding of the article;
● learn from Spud Webb that we should hold onto dreams and never give up.
窗体顶端
窗体底端
II. Focus of the lesson and predicted area of difficulty
1. Understanding how difficult it was for Spud Webb to get into the NBA .
2. Knowing about the hero and his life better through reading between lines.
III. Teaching procedures
Step 1 Lead in
The teacher plays the poem Hold Fast To Dreams to the students and encourages them to talk about their own dreams in junior high, senior high,etc.
【设计意图：通过与本课主题相关的英文诗歌导入，并鼓励学生大胆谈论自己的梦想，不仅呈现了“时间”线性叙事元素，而且有助于教师更加了解学生。】
Step 2 Fast reading
1. The teacher shows the students the title and asks them to find out who the player is.
2. The students are asked to find out what happened to Spud Webb in 1985, 1986 and 1963.
【设计意图：紧扣出现于文本的三个年份，从文章标题自然过渡到与之相关的大事件。在学生了解了Spud人生最辉煌的时刻之后，再通过“倒叙”手法引领学生探讨他是如何实现人生最初的梦想。】
Step 3 Careful reading and thinking
1. Para 1
The teacher asks the students to find out 2 powerful adjectives in paragraph1. (“small”;
“big” )
The students are encouraged to discover the big power of small words by thinking about some questions based on the text.
【设计意图：small和big不仅是文章首段，而且是整个文本最为重要的两个形容词——它们与刻画人物形象和凸显文章主题不无关系。】
2. Para 2
The teacher asks the students to find out 2 adverbs of time in paragraph2. (“at first”;
“finally” )
The students are encouraged to think about how Spud held fast to his dream in junior high by thinking about some question based on the text.
【设计意图：教师引导学生思考问题，意在帮助他们感知：从“开始”被拒到“最终”逆袭，Spud的成功不仅在于其受挫不灰心，更难能可贵的是他能够等待并把握机会。】
3. Para 3
The teacher asks the students to imagine 2 images of Spud Webb in paragraph3. (Image1: Sitting in the stands; Image2: Practising even harder)
The students are encouraged to think about how Spud held fast to his dream in senior high by thinking about some questions based on the text.
【设计意图：通过想象与思考，学生站在Spud的视角，更加直接而深刻地感知他在追梦征途中的孤独与艰辛；而学生站在the coach的视角去还原“mind”的内涵，则有助于他们对文本的深层性研读与理解。】
4. Para 4
The teacher asks the students to find out 2 colleges Spud playing basketball in in paragraph4. (“a junior college”;“North Carolina State University”)
The students are encouraged to discover how Spud Webb got closer to his big dream at college by thinking about some question based on the text.
【设计意图：“This”一词的思考意在两点：结构上它连接上下句，考查学生句际之间的逻辑关系；内容上它承接上下文，实现从junior college到university的进展。基于“scholarship”的拓展性问题，旨在帮助学生深层次思考并理解Spud逐梦路上的收获与喜悦。】
5. Para 5
The teacher asks the students to find out 2 basketball leagues Spud playing in in paragraph5. (“another basketball league”;“the NBA”)
The students are encouraged to make a comment on Spud Webb according to the text and their own understanding of the big man.
【设计意图：纵观整个语篇，“great”是少有的表述作者观点的形容词。问题的设计旨在帮助学生理解作者的情感态度，并培养学生基于文本评价人物形象的阅读技能。】
6. Para 6
The teacher asks the students to get the lessons Spud gave us in paragraph6. (“(S)ize and body type does not matter——you can do almost anything if you never give up.”)
The students are encouraged to infer whom Spud wanted to prove the point to through rereading the whole article.
【设计意图：作者的写作意图在文本的末段通过点题得以体现。本课最后的思考问题设计以及对文章标题的再次解读，旨在培养学生推断、概括和归纳的阅读能力。】
Step 4 Further discussion
In the journey of growing up, Spud Webb always held fast to his dream and never gave up.
The students are encouraged to discuss how they understand "growing up" and what they’ll do in the future.
【设计意图：站在单元标题的高度，进一步探讨课文给予学生的精神财富。】
Reading(I)
I. Teaching aims and learning objectives
By the end of the lesson, the students are expected to
● learn about how small Spud Webb could succeed in getting into the NBA;
● develop their reading skills to have a better understanding of the article;
● learn from Spud Webb that we should hold onto dreams and never give up.
窗体顶端
窗体底端
II. Focus of the lesson and predicted area of difficulty
1. Understanding how difficult it was for Spud Webb to get into the NBA .
2. Knowing about the hero and his life better through reading between lines.
III. Teaching procedures
Step 1 Lead in
The teacher plays the poem Hold Fast To Dreams to the students and encourages them to talk about their own dreams in junior high, senior high,etc.
【设计意图：通过与本课主题相关的英文诗歌导入，并鼓励学生大胆谈论自己的梦想，不仅呈现了“时间”线性叙事元素，而且有助于教师更加了解学生。】
Step 2 Fast reading
1. The teacher shows the students the title and asks them to find out who the player is.
2. The students are asked to find out what happened to Spud Webb in 1985, 1986 and 1963.
【设计意图：紧扣出现于文本的三个年份，从文章标题自然过渡到与之相关的大事件。在学生了解了Spud人生最辉煌的时刻之后，再通过“倒叙”手法引领学生探讨他是如何实现人生最初的梦想。】
Step 3 Careful reading and thinking
1. Para 1
The teacher asks the students to find out 2 powerful adjectives in paragraph1. (“small”;
“big” )
The students are encouraged to discover the big power of small words by thinking about some questions based on the text.
【设计意图：small和big不仅是文章首段，而且是整个文本最为重要的两个形容词——它们与刻画人物形象和凸显文章主题不无关系。】
2. Para 2
The teacher asks the students to find out 2 adverbs of time in paragraph2. (“at first”;
“finally” )
The students are encouraged to think about how Spud held fast to his dream in junior high by thinking about some question based on the text.
【设计意图：教师引导学生思考问题，意在帮助他们感知：从“开始”被拒到“最终”逆袭，Spud的成功不仅在于其受挫不灰心，更难能可贵的是他能够等待并把握机会。】
3. Para 3
The teacher asks the students to imagine 2 images of Spud Webb in paragraph3. (Image1: Sitting in the stands; Image2: Practising even harder)
The students are encouraged to think about how Spud held fast to his dream in senior high by thinking about some questions based on the text.
【设计意图：通过想象与思考，学生站在Spud的视角，更加直接而深刻地感知他在追梦征途中的孤独与艰辛；而学生站在the coach的视角去还原“mind”的内涵，则有助于他们对文本的深层性研读与理解。】
4. Para 4
The teacher asks the students to find out 2 colleges Spud playing basketball in in paragraph4. (“a junior college”;“North Carolina State University”)
The students are encouraged to discover how Spud Webb got closer to his big dream at college by thinking about some question based on the text.
【设计意图：“This”一词的思考意在两点：结构上它连接上下句，考查学生句际之间的逻辑关系；内容上它承接上下文，实现从junior college到university的进展。基于“scholarship”的拓展性问题，旨在帮助学生深层次思考并理解Spud逐梦路上的收获与喜悦。】
5. Para 5
The teacher asks the students to find out 2 basketball leagues Spud playing in in paragraph5. (“another basketball league”;“the NBA”)
The students are encouraged to make a comment on Spud Webb according to the text and their own understanding of the big man.
【设计意图：纵观整个语篇，“great”是少有的表述作者观点的形容词。问题的设计旨在帮助学生理解作者的情感态度，并培养学生基于文本评价人物形象的阅读技能。】
6. Para 6
The teacher asks the students to get the lessons Spud gave us in paragraph6. (“(S)ize and body type does not matter——you can do almost anything if you never give up.”)
The students are encouraged to infer whom Spud wanted to prove the point to through rereading the whole article.
【设计意图：作者的写作意图在文本的末段通过点题得以体现。本课最后的思考问题设计以及对文章标题的再次解读，旨在培养学生推断、概括和归纳的阅读能力。】
Step 4 Further discussion
In the journey of growing up, Spud Webb always held fast to his dream and never gave up.
The students are encouraged to discuss how they understand "growing up" and what they’ll do in the future.
【设计意图：站在单元标题的高度，进一步探讨课文给予学生的精神财富。】