【核心素养】人教版九年级Unit 11 Sad movies make me cry. 五课时大阅读教学设计（表格式）

课题 Unit 11 Sad movies make me cry. Section B (2a-2e) 班级 备课教师
课型 阅读课 课时 5
核心素养与思政渗透 本课时的话题围绕小男孩Peter的故事展开，在语篇讲述的Peter输球后非常沮丧，但是爸爸的鼓励和团队的理解帮助他走出阴影、重树信心的故事中，引导学生继续学习make的使动用法（make+ sb.+do sth.和 make+sb.+adj.），并运用recognizing idioms and phrases的阅读策略对文本进行解读，加强学生的语言搭配和词块意识，并引导学生增强对叙事性文章情节发展先后顺序的理解和对语篇中人物情感经历的把握和对主题的理解，激发其英语学习兴趣，帮助学生学会沟通和分享，自觉培养团队意识，从而提高正确处理事情特别是挫折和不良情绪的能力。
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；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；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；能多角度、辩证地看待事物和分析问题；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；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在语篇创设的的语境中，正确理解和掌握课文中的新词汇，增加词汇量；正确使用make+ sb.+do sth.和 make+sb.+adj.等结构，通过读、说、写等方式，理解文章主题，梳理文章情节发展先后顺序，把握语篇中人物情感经历；通过recognizing idioms and phrases等策略，提高阅读理解水平；
文化意识 通过语篇阅读学习，懂得遇到问题要学会沟通和分享，自觉培养团队意识，从而提高正确处理事情特别是挫折和不良情绪的能力；
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Peter受挫后的故事，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，阅读语篇讲述了小男孩Peter输球后的故事，2a读前要求学生回忆自己曾经犯错的经历和感受，以此激发学生对语篇主人公受挫后相同的情感共鸣和阅读兴趣；2b要求学生对故事的主要发展经过排序，检测学生对叙事性文章情节发展先后顺序的理解；2c侧重考察语篇中人物情感经历，以此检查学生对文章细节的把握和对主题的理解；2d要求学生从文章中找出相应的常用表达替换句子中的词汇，以此加强学生的语言搭配和词块意识；2e的角色扮演活动要求学生能够内化文章内容，进行综合性的语言输出。
重点 掌握本课文中所涉及到的与所谈论话题相关的新词汇和表达；形成梳理、寻找并积累成语或习语的意识和习惯；
难点 根据语篇人物的情感发展梳理课文的逻辑框架，准确理解文章所蕴含的深层含义，尝试有逻辑地表达自己的个人经历。
学情分析 在前几课时学生已经就不同事物给人带来的不同情感和感受等内容展开了一定程度的语言输入和输出，能够运用make的使动用法（make+ sb.+do sth.和 make+sb.+adj.）谈论事物对人的影响，有了一些知识储备。九年级的学生已经掌握了一定的阅读技巧，本课内容与学生生活贴近，语篇主角Peter的情感发展层层递进，情节引人入胜，易激起学生思想上的共鸣，因此学生能够较快地进入文本，分析文本并形成自己的思想，继而促进表达，教师可以帮助学生通过寻读、略读等方法掌握课文信息，完成练习。
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学 生 活 动 教 师 导 学
Step 1. Lead-in. Enjoy a video and have a free talk about their opinions about soccer games. Then look at the pictures and learn about the names of the famous soccer players. Watch another videos about scoring the goals. Step 2. Reading. Predicting. Look at the title and the picture, guess what the passage mainly about. Sa: A soccer team always wins. Fast reading. Read the passage quickly and try to find out the answers. Sa: More than three. Sb: Eleven. Sc: This passage can be divided into three parts according to different characters. Try to sum up the main idea of each part. Careful reading. Read Part 1 and try to find out Peter’s problem and sum up Peter’s feelings. Sa: He missed scoring a goal. Sb: He was angry and worried. Fill in the blanks. Read Part 2 and try to find out Peter’s father’s advice. Sc: I think he’s understanding, wise and tolerant. Sd: Think about why he missed the goal (Reflection). Se: He didn’t say anything, but thought carefully. Work in pairs and role-play Peter and his father. Two minutes later, some pairs show their work in class. Read Part 3 and answer the questions. Sa: Yes, he did. Sb: They showed agreement and say, “ don’t worry ...”. Sc: Abing’s musical skills. Work in groups and have a discussion. Then report their opinions. Step 3. Post-reading. Further thinking. Sa: Because his father cared for him and give him advice, and his teammates understood him and encouraged him. Retelling. Number the events in the correct plete the mind-map. Idioms. Work on 2d. Find idioms or phrases from the story to replace the underlined parts of the sentences. Step 4. Conclusion. Play a video about soccer games in World Cup. T: What do you think of the soccer game Show some pictures of famous soccer players. T: Do you know some famous soccer players T: Can they always win There are always some unexpected mistakes. Let Ss guess the main idea of the passage according to the title and the picture. T: Maybe it's about . Provide some questions for Ss to answer. T: How many characters are mentioned T: How many paragraphs are there T: How many parts can it be divided Guide Ss to conclude the main ideas. Let Ss read the first part carefully and answer the questions. T: What happened to Peter T: How did Peter feel after he missed a goal T: Why did Peter feel angry and worried Let Ss read the second part carefully and work in pairs to find out the father’s advice and analyze the father’s characteristics. T: What is Peter father's advice T: What do you think of his father T: What is your advice for Peter T: What did Peter do after listening to his father Encourage Ss to show the conversations between Peter and his father. T: Sometimes we can't see father's love by using our eyes, but we can feel it by heart. Provide some questions. T: Did Peter say sorry to his teammates T: What did his teammates do and say T: What do you think is needed for a winning team T: From Peter's story, can you find out the changes of Peter 's feeling T: Why did Peter have the changes T: The most important things is, his courage to face his mistake. Let Ss finish 2b and check the answers. Provide the structure of a mind-map and ask Ss to fill in the blanks. Encourage Ss to retell the story based on the mind-map. T: What can we learn from the passage Add more idioms for Ss to accumulate. 联系生活实际，从世界杯热点新闻出发，通过足球比赛的视频和著名球星的图片拓展其视野，自然导入“足球——球员——失误”话题，步步深入，激发学生学习兴趣。 利用题目和图片，预测文章主旨大意，渗透读前预测的阅读策略，引导学生掌握正确的阅读方法。 通过快速浏览，总体阅读文章，引导学生使用略读方式获取语篇中所出现的人物，明确文章结构，把握每部分大意，从而初步了解文章的主旨，为细读文章做准备。 引导学生从泛读文章过渡到细读文章。通过问题链的设置，引导学生从第一部分中找出Peter的问题、感受和产生感受的原因，并通过短文填空的方式巩固语言基础。 Peter父亲的话是文章的主旨所在，通过同伴合作，鼓励学生找出父亲所提建议，并分析父亲的性格特征，在此基础上提出自己的建议，引导学生灵活运用所学语言，读有所思、思有所得。 适时的情感渗透，引导学生体味隐藏的父爱。 通过问题链引导学生获取关于队友回应的细节信息，在此基础上，创设合作学习的机会，鼓励学生发散思维，讨论团队精神的具体表现，激发学生的深度思考，适时进行情感教育。 引导学生梳理Peter的情绪变化，激发其对Peter变化的思考，训练其辩证思维能力。 通过排序和思维导图的方式引导学习整合文章主要信息，再次检查学生对文章细节的获取、理解和复述，巩固语言知识，帮助学生梳理文章内容，提升逻辑、创新思维，并通过复述将所学到的语言知识进行内化和创造性输出。 渗透阅读技能教学，加强学生的语言搭配和词块意识。
课 时 达 标 检 测
Ⅰ. 用方框中所给单词的适当形式填空。 weight/ shoulder/ goal/ coach/ courage/ nod/agreement
1. What’s the _______ of the apples 20 kilos. 2. Finally, he said sorry to Mary with ______. 3. If you want to show your _______, you can ______. 4. --What’s wrong with your ______ --It hurts. 5. --What do you think of your _____ -- He is always patient to teach us. 6. We should work hard for the _______. Ⅱ.用方框中所给短语的适当形式填空。 be hard on sb. / kick sb. off / pull together/ rather than /let … down
7. Relax yourself, don’t _______________ yourself. 8. If we _________, we can be successful. 9. He often broke the rules, so his boss wanted to _____ him _____ the company. 10. Tom tried to get good grades, because he didn’t want to _______ his parents _______. 11. He preferred to sing ___________ dance. Ⅲ. 单选题。 12. Snow days ____ children happy. A. give B. send C. make D. lend 13. Much noise makes me ____. A. stressing out B. stressed out C. to stressed out D. being stressed out 14. I’d ____ stay at home ____ go to the cinema. A. better; than B. sooner; than C. rather; than D. like; than 15. Mr Hu is _____ interesting _____ everyone likes his lessons. A. such, that B. so, that C. too, to D. very, that 16. I’d ____ stay at home ____ go to the cinema. A. better; than B. sooner; than C. rather; than D. like; than 17. Mr Hu is _____ interesting _____ everyone likes his lessons. A. such, that B. so, that C. too, to D. very, that
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课 时 教 学 设 计 尾 页
板 书 设 计
Unit 11 Sad movies make me cry. Section B (2a-2e) Father’s advice. The changes of peter’s feelings.
作 业 设 计
Level A Suppose you’re Peter, write a shorter passage about the unforgettable experience according to the passage in 2b.
Level B Draw a mind-map of the passage.
教 学 反 思
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