【核心素养目标】Unit 4 I used to be afraid of the dark. Section B (2a-2f)表格式教案

课题 Unit 4 I used to be afraid of the dark. Section B (2a-2f) 班级 备课教师
课型 阅读课 课时 5
核心素养与思政渗透 本课时的话题围绕“我们所发生的变化”展开，在语篇创设的“留守儿童问题”语境下引导学生继续学习used to这一特有的用来表述过去经历和习惯的语言结构的用法，在谈论以李文为代表的留守儿童在父母离开后所发生的的变化中，激发学生对英语学习的兴趣，唤起学生们的关爱之心，懂得体会亲情的可贵，理解父母的责任，并能在成长的道路上注重心理的健康和成长。
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；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能发现语篇中事件的发展和变化，辨识信息之间的相关性，把握语篇的整体意义；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流，遇到问题主动请教，勇于克服困难；
教学目标 语言能力 能够在语篇创设的“留守儿童问题”语境中，正确理解和掌握课文中的新词汇，增加词汇量；正确使用used to这一特有的用来表述过去经历和习惯的语言结构，通过读、说、写等方式，谈论以李文为代表的留守儿童在父母离开后所发生的的变化；恰当运用利用上下文线索进行推导判断、确认语句位置及解读词语含义等阅读策略，提高阅读理解水平；
文化意识 能够懂得体会亲情的可贵，理解父母的责任，并能在成长的道路上注重心理的健康和成长；
思维品质 能够在老师的帮助下，通过思维导图、推理判断等活动，增进对语篇的理解和分析能力，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关留守儿童成长的文章，保持英语学习兴趣；通过阅读策略的感悟、体验和学习，增强阅读理解能力。
教材内容分析 本课是一节阅读课。在话题上，由描述人物性格、外貌变化转向讨论人物行为习惯、爱好的改变；在语言上，通过语篇呈现了其他词汇；在技能上，转向了综合性的读、说、写的训练；在学习策略上，侧重训练学生利用上下文线索进行推导判断、确认语句位置及解读词语含义的阅读策略及能力。
重点 本课文中所涉及到的与少年成长话题相关的新词汇和表达；利用上下文线索进行推导判断、确认语句位置及解说词语含义的阅读策略及能力；培养学生灵活运用不同的短语表达相同的含义的能力；
难点 利用上下文线索进行推导判断、确认语句位置及解说词语含义的阅读策略及能力。
学情分析 本课时的阅读内容围绕一位乡村少年成长的故事展开，重点对比少年的过去与现在；对于语言结构，学生并不陌生，重点是一些新词汇和教材侧重训练的阅读策略及能力。同时，这样一篇成长题材的文章让学生产生很多情感共鸣，易于唤起学生的关爱之心，懂得体会亲情的可贵。
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Step 1. Lead-in. Watch a video about a left-behind child and find out the answers. Sa: He has to go to the city to look for jobs. Sb: Unhappy/Lonely. Sc: Happy/Proud. Sd: Yes, I do. He tries his best to give the best things to his child. Step 2. Pre-reading. Look at some pictures of left-behind children and learn some information about the problem from T’s explanation and the data. Step 3. While-reading. 1. Predicting. Read the instruction and observe the picture. Answer some questions to make predictions. Sa: His teacher. Sb: He might have some problems. Sc: He is from countryside. His parents work in the city. He is a left-behind child. Sd: Li Wen's changes. Fast reading. Read the passage quickly to check your prediction and put the sentences [A-D] in the correct places. Match the key information with each paragraph. Find the main idea of each paragraph. Share their opinions with partners and talk about their reasons. Careful reading. Read Para. 1 and answer the questions to learn about Li Wen’s background. Sa: He works very hard and does well in school. Sb: No, he isn’t. Read Para. 2&4, look for some key words and try to analyze Li Wen’s changes and think about the reasons. Reading strategy. Read the strategy and use clues from the passage to help themselves guess the meaning of the words in the box. E.g. influence: change be absent from: miss/ not go to in person: face to face Complete the passage with the proper forms of the words and phrases in the box. Step 4. Post-reading. Group work. Based on the pictures and clues, retell Li Wen’s story clearly and loudly. Deep thinking. Try to find out some clues in the passage. Sa: Parent’s love. Sb: Because they didn’t have much communication. Ss: Communication! Creating. First, with T’s help, try to analyze Li Wen’s need and his parents’ worries. Ss: Love. / Care. / Communication. / ... Ss: Health. / Study. / Growth. / Future. / ... Then work with group members and write possible questions Li Wen might ask his parents and his parents might ask Li Wen, and possible answers from Li Wen and his parents. Step 5. Summary. Try to think about T’s questions. Ss: Li Wen’s teacher. Ss: She called his parents and advised them to talk with their son in person. Ss: The teacher! Play a video about a left-behind child and ask some questions. T: Why can’t the father be there for the child T: How was the boy’s feeling after his father left T: How did the father feel when he saw the boy’s prize T: Do you think the father loves his child Why T: Nowadays, there are a group of children who stay at home without their parents' company. This is a social problem which is difficult to solve, because their parents have to work outside for their livelihood. T: What problems do you think these children might have Maybe we can find the answers from the passage in 2b. Let Ss look at the picture and the instruction. Ask some questions. T: Who is the boy with T: Why are they together T: Who is he T: What problems do you think he might have Let Ss predict the main idea based on the title. T: What's this passage about Let Ss to work in pairs and have a discussion to check answers and share their reasons with desk mates. Then give some guidance on the reading strategies. T: What was/is Li Wen like in different times T: How many changes has Li Wen experienced Provide some main ideas for Ss to match with paragraphs. Then guide Ss to sum up the structure of the passage with some key words. Guide Ss to analyze the first turning point. T: What is Li Wen like now T: Is he always like this Guide Ss to analyze the second turning point. Lead Ss to understand the way to get the meaning of words in bold. Then ask them to do activity 2d. Tips: 1. Underline clues/context in the passage. 2. Paraphrase: find a similar expression. Then ask Ss to finish activity 2e. While checking answers, encourage Ss to talk about their reasons. Ask Ss to work in groups of three and retell Li Wen’s changes. Four minutes later, invite some groups to show their stories. T: What does not change T: Why didn’t he understand this before T: So we can see, the key to a better relationship is T: What is behind the long talk Let Ss work in groups of three and make a conversation between Li Wen and his parents. T: What does Li Wen really want T: What do his parents really care about T: Who made this long talk happen T: What did she do T: Do you know how many left-behind children in China T: Who can help solve their problems T: You can ask your teachers for help if you are in trouble! 播放一段关于留守儿童的视频，通过提问引发学生的思考，引入本课所涉及话题，让学生逐步进入学习状态，为接下来的活动做好准备。同时，训练看和说的技能。 利用图片生动展示留守儿童的生活状态，呈现数据说明此问题应引起足够重视，带给学生直观体验和感受，促使其产生阅读期待。 在阅读之前让学生通过图片和题目预测课文内容，培养学生猜测、预测文本的能力。 通过快速浏览文章把文章补充完整，给学生理解文章流畅性的机会，学会通过对上下文的理解来推测文章进展的阅读策略。 利用问题导向和大意匹配，引导学生快速浏览文章和各个段落，找出每段的主旨句和关键词，从而初步了解文章的主旨，明确文章结构与主线，为细读文章做准备。 引导学生从泛读文章过渡到细读文章，帮助学生循序渐进地逐步理解李文的前后变化，基于语篇信息分解各段，并引导学生思考和分析变化背后的原因，把握文章主要感情线索。 在阅读策略的理解与感知后，引导学生利用2d和2e活动进行体验，关注每个词汇和每组短语的相关性，利用上下文明确其意思。 基于文章主线和2d、2e中的有用表达，为学生创设合作与表达的机会，检查其对课文的理解度，将所学到的语言知识进行内化。 通过问题引导学生进行深度思考，与作者对话，寻找有用信息，加深观点理解，围绕李文的“变与不变”养成辩证思考问题的能力，懂得珍惜父母之爱，理解相互沟通的重要性，保持积极向上的人生态度。 创设对话情景，激发学生充分发挥想象力，利用小组合作共同商讨内容，创编李文与父母间的对话，合理想象所提问的问题和可能的答案，并有感情的表演出来，提高学生的综合语言运用能力。 进行情感渗透，使学生懂得在成长过程中 当遇到问题和困难时，可以向老师求助，关注其心理健康发展。
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Ⅰ. 单项选择。 ( )1. He won in the story competition and his parents were very________. A. smart B. proud C. sorry D. upset ( ) 2. — Would you like some coffee — No, thanks. I ______ drink coffee. A. seldom B. often C. only D. always ( ) 3. — Fights in action movies have a bad ______ on teenagers — I agree with you. A. habit B. opinion C. lesson D. influence ( ) 4. Nowadays China has made great achievements in many fields. We really ________ our amazing China. A. take pride in B. take care of C. take an interest in D. take place ( ) 5. — Miss Wang, I’m sorry I’m late because I _____ to catch the early bus. — It doesn’t matter. You’d better come to school earlier next time. A. needed B. failed C. managed D. decided Ⅱ.根据汉语完成句子。 有时候他上课缺席并且考试不及格。 Sometimes he was _______ from classes and ________ his examinations. 校长对我们非常负责，他亲自为我们做一切事情。 The headmaster is so responsible that he does everything for us _____ ______. “一带一路”产生了巨大的社会影响。 The Belt & Road Initiative has had a great _______ ___________. 钱学森是中国人民的骄傲。 Qian Xuesen is the _______ of the _________ people.
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Unit 4 I used to be afraid of the dark. Section B (2a-2f)
作 业 设 计
Level A Do a research of the problems about left-behind children in China, and make a report.
Level B Write down the long conversation between Li Wen and his parents.
教 学 反 思
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