【核心素养目标】Unit 4 I used to be afraid of the dark. Section A (3a-3c)表格式教案

课题 Unit 4 I used to be afraid of the dark. Section A (3a-3c) 班级 备课教师
课型 阅读课 课时 2
核心素养与思政渗透 本课时围绕“我们所发生的变化”话题展开，在记者采访的情境下继续学习运用used to这一特有的用来表述过去经历和习惯的语言结构。通过阅读了解一位性格腼腆的亚裔女孩转变为流行歌星的故事，在拓展语言知识、发展技能及阅读策略的同时，也向学生传递出关注自我和自我完善的重要性，同时让学生明白成功的道路充满了坎坷，没有人能随便成功，但所有的努力都是通往成功路上的基石。
课标分析 新课标要求九年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能根据读到的关键词对人物、地点、事件等进行推断；有正确的价值观和积极向上的情感态度，有自信自强的良好品格，做到内化于心、外化于行；能提取、整理、概括稍长语篇的关键信息、主要内容、思想和观点，判断各种信息的异同和关联；能在学习活动中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够在记者采访的情境中，正确使用所学生词和used to结构，以读、说、写等方式理解和表达人物的今昔对比变化；通过略读、词义推测等技能的运用，提高学生的阅读理解能力；
文化品格 能够懂得关注自我和自我完善的重要性，同时明白成功的道路充满了坎坷，没有人能随便成功，但所有的努力都是通往成功路上的基石的道理；
思维品质 能够在老师的引导下，通过自主、合作、探究学习，提取、整理、概括语篇中关于人物今昔变化的关键信息，和对成功所持观点和情感，从不同角度解读语篇，推断语篇的深层含义，做出正确的价值判断，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过了解一位性格腼腆的亚裔女孩转变为流行歌星的故事，保持英语学习兴趣；通过略读、词义推测等阅读策略的感悟、体验和学习，促进阅读理解能力的提升；能在学习活动中积极思考、主动探究，并与他人合作，共同完成学习任务。
教材内容分析 本课是一节阅读课。3a的阅读篇章描述了一个性格腼腆的小姑娘实现自我完善成为流行歌星的故事，属于人物专访，是典型的叙事性文体。3a活动引导学生进行快速阅读，概括每段段落大意；3b活动借用used to结构进行人物的今昔对照，巩固语言知识的同时获取细节信息；3c活动引导学生将语篇进行对话创编，考查学生的综合语言运用能力。
重点 掌握本课时出现的生词和词组，达到熟练运用的目标；阅读短文，获得相关的信息，提升阅读能力；
难点 阅读技巧及能力的培养；灵活运用used to结构，表达过去常常做的事情或状态。
学情分析 对于本文涉及话题，学生很感兴趣，且短文情节内容并不复杂，文中所出现的新词汇也基本不影响学生理解文章大意，在前一课时中，学生已了解了used to表述过去经历和习惯的语言结构，这是学习本课的优势所在。对于本课时中的人物专访类语篇，学生在之前的学习中接触不多，故教师应在教学中有意识地引导学生关注本文的文体特点，如在阅读初期开展快速阅读，找出各段主旨，在读后阶段指导学生分析文章结构特征，使其意识到在写作中可以借用这种文体结构进行谋篇布局。
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学 生 活 动 教 师 导 学
Step 1. Lead in Enjoy the song “Snail”. Step 2. Reading. Fast reading. Look through the passage quickly and answer the questions. Sa: How Candy changed from a shy girl to a pop star. Sb: An interview magazine. Read the main ideas in 3a, look through the beginning and ending part of each paragraph and match the main ideas with paragraphs. Careful reading. Read Para.1 and answer the questions. Sa: She used to be really shy. Sb: Now she’s not shy anymore and loves singing in front of crowds. Sc: By taking up singing to deal with her shyness. Read Para.2 carefully and fill in the chart. Make a list of good things and bad things after she became famous. Read Para. 3 and answer the questions. Step 4. Post-reading. Finishing the personal card. Read the sentences in 3b at first, make sure they can understand the meaning. Fill in the blanks according to the passage and introduce Candy Wang in pairs and then in class. Language points. Read the passage after the recording sentence by sentence. Try to understand the new words’ meaning based on the sentences before and after it. Try to find out some good expressions. Step 5. Conclusion. According to the structure, draw a mind-map about Candy Wang. Share it in class. Watch a video of another pop star. Show the Wechat record between two students. Create a situation of talking about their favorite pop stars. T: Here is an interview about Candy Wang. Let’s learn the story between Candy Wang and her music. Ask Ss to skim the passage and provide some questions. T: What is the passage mainly about T: Where is this passage probably from Provide main ideas for Ss to match with the paragraphs. Let Ss read Para. 1 carefully and provide questions on the screen. T: What did Candy Wang use to be T: How about now T: How has she changed T: Was her life the same after she became famous While checking answers, encourage Ss to make sentences. T: Is it easy to become famous T: What do young people have to do to become famous according to Candy Let Ss to complete Candy Wang’s personal card. Play the recording. Let Ss repeat the passage and guess the new words’ meaning in the context. Invite some Ss to talk about their guess and reasons. Retell the passage. T: Success is not gained through dreams and hopes. Never underestimate your power to change yourself! 利用励志歌曲“蜗牛”激发学生学习兴趣，导入本节课“我们所发生的变化”的话题，通过展示两位同学的微信聊天界面创设谈论流行歌手的情境，引出语篇涉及人物，使学生产生阅读期待。 通过快速阅读，训练学生快速捕捉文章及段落首尾部分关键信息获取主旨大意的能力，潜移默化地学习并掌握skimming的阅读策略。同时，渗透article，paragraph，background等词汇的教学。 在精读训练中，通过问题链的设置和思维导图结构的架设，帮助学生充分理解每一句话的意思，梳理文章内容要点，并引发学生深层次的思考。 在阅读文本的同时，发掘文本内容，落实情感态度价值观教育，使其懂得成功的道路充满了坎坷，没有人能随便成功，但所有的努力都是通往成功路上的基石。 根据文本内容再次进行信息整合，形成人物卡片，这个任务要求学生再次仔细阅读课文，关注细节信息，并与同伴相互交流修正，充分体现学生自主合作学习的优势。 鼓励学生通过阅读探究上下文之间的逻辑练习，结合语境和句子意思推测新词汇的含义，训练学生的阅读流畅度，避免其打断自己的阅读思维，影响阅读效率。 通过思维导图对课文信息进行系统梳理，帮助学生形成完整的脉络，通过复述课文提高口语表达能力和语言组织能力。 向学生传递关注自我发展和自我完善的重要性，关注其心智发展。
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Ⅰ.根据汉语提示或用括号内所给词的适当形式填空。 Before reading a novel, we should learn about the __________ （背景）of the author first. We are going to _________ （采访）the famous writer next week. The man is a _________ (Europe) actor and he is very famous. Are you brave enough to give a _________ (speak) in front of the whole school Many movie stars are so busy that they don’t have their p_______ time. Ⅱ.单项选择。 ( )6. Grace often gets nervous before she gives a speech _________. A. in public B. in total C. in common D. in general ( )7. It took me almost a whole day to _______ so many emails. A. deal with B. cut in C. cheer for D. run out ( )8. My grandmother is going to _______ a hobby like shopping on the Internet. A. get up B. use up C. look up D. take up ( )9. During the Spring Festival, the young ______ a kowtow（磕头）to the elders, but now they only give them best wishes. A. used to give B. were used to give C. were used to giving D. used to giving ( )10. Diana used to ______ to work, but now she is used to _____ because the road is crowded and she wants to keep fit. A. drive; walking B. drive; walk C. driving; walk D. driving; walking
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Unit 4 I used to be afraid of the dark. (Section A 3a-3c)
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Level A After class, interview a student who is good at Chinese/ math/ English/ singing/ swimming/ ... about his or her changes. Then write an article for our class interview magazine.
Level B Work with a classmate. Make a conversation between Candy Wang and the interviewer. Show your conversation next class.
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