Unit 6 When was it invented (Section B 2a~2e) 表格式教学设计

教学设计
课程基本信息
学科 英语 年级 九年级 学期
课题 Unit 6 When was it invented (Section B 2a-2e)
教科书 书 名：九年级全一册英语义务教育教科书Go for it! 出版社：人民教育出版社
教学目标
Students are expected to know about the development of basketball by reading an article; Students are expected to subtract（提取）key information from the article by using mind maps; Students are expected to understand what it means to become a famous basketball player.
教学内容
教学重点： How to use mind maps to subtract key information from an article Understand the good and difficult things about becoming a famous basketball player 教学难点： How to use mind maps to subtract key information from an article Understand the good and difficult things about becoming a famous basketball player
教学过程
Lead-in: Sharp Eye Students are asked to observe the flying pictures and quickly speak out some useful everyday inventions around us. （Purpose: arouse students’ interest in the topic） A Speech Contest Teacher introduces a real-life situation---A speech contest, whose topic is “My favorite invention”, is going on in the Science Week, and invite students to talk about their own favorite inventions in pairs. Introduce a character, Tim and show the description of his favorite invention and invite students to guess what it is and brainstorm how they would introduce Tim’s favorite invention---basketball for the speech contest. （Purpose: introduce the task for the lesson） Pre-reading: Teacher asks students how much they know about basketball by listing the questions: Who invented basketball When was basketball invented When was the first basketball game in history When did basketball game become an event in Olympics How do people play a game of basketball How many people around the world play basketball Are there any professional basketball groups （Purpose: test students’ background knowledge and arouse their curiosity about basketball） While-reading: Skimming: Students are asked to skim the first and the last sentence of each paragraph and find out the main idea of each paragraph. （Purpose: get to know the structure and main idea of the passage; ） Scanning: Students are asked to scan the text and find out the detail about the development of basketball by completing the mind map on the textbook. （Purpose: use mind maps to summarize the information from the text） Skill builder: Teacher guides students to find out what mind-mapping is and how to use mind maps to subtract key information from a passage. （Purpose: learn how to use mind maps to subtract key information in reading） Teacher asks students to try talking about the development of basketball using the mind map they filled in and guide students to discover some useful expressions from the text. （Purpose: assess students’ understanding of the development of basketball and get them to underline useful expressions from the text） Further reading: Teacher asks students “What else about basketball is mentioned in the article ” and read the article again to add more branches to the mind map. （Purpose: assess students’ mastery of using mind maps to subtract key information） Post-reading: Teacher asks students to come up with examples of famous basketball players and think about the questions “Why do many young people look up to them and want to become players like them ”, “Are there any good things about becoming a famous basketball player , “How about the difficult things ”. Then, students are asked to watch the video clip and prepare their ideas to the question “What are the good things and difficult things of becoming a famous basketball player ” Teacher guides students to summarize the good and difficult things about being a famous basketball player and invite students to express their opinions about the four statements about famous basketball players. （Purpose: guide students to understand what it means to become famous basketball players and assess students’ understanding by doing the multiple choice question） Applying: Teacher invites students to return to the task---how would you introduce basketball if you were Tim And students are asked to use mind maps to brainstorm and collect useful information for the speech from the passage. （Purpose: assess students’ learning outcome of the lesson by applying the knowledge） Summary & Homework: Teacher leads students to summarize what they have learned in the lesson and check their learning outcome through the self-assessment list. （Purpose: guide students to summarize the lesson and check their own learning outcome） Teacher introduces two levels of homework, level A and Level B, as well as the optional homework. Students are supposed to choose Level A or Level B and write a speech script for the speech contest. Students are encouraged to practice their mind-mapping skill by doing the optional homework, which is to use mind map to summarize the information from the article “An Accidental Invention” on page 43 from their textbook. （Purpose: guide students to apply what they learned into practice）
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。