【核心素养目标】Unit 12 Life is full of the unexpected. Section B (2a-2e)表格式教案

课题 Unit 12 Life is full of the unexpected. 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 本课时的话题围绕愚人节展开，在语篇讲述的四个与开玩笑有关的故事中，引导学生继续学习过去完成时以及由when, before, as, by the time引导的时间状语从句，并运用Using background knowledge的阅读策略对文本进行解读，根据语篇中的段落首句，激活相关背景知识，预测文章内容，激发其英语学习兴趣，帮助学生了解国外愚人节风俗，增强跨文化交际意识，并懂得以适当的方式开玩笑，不能伤害别人的感情。
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；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能用所学语言描述文化现象与文化差异，表达自己的价值取向，认同中华文化；树立国际视野，具有比较、判断文化异同的基本能力；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；正确使用过去完成时以及由when, before, as, by the time引导的时间状语从句，通过读、说、写等方式，理解文章主题，梳理文章大意，把握细节信息；通过Using background knowledge等策略，提高阅读理解水平；
文化意识 通过语篇阅读学习，了解国外愚人节风俗，增强跨文化交际意识，并懂得把握开玩笑的度，不能伤害别人的感情；
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 能够通过阅读有关愚人节的文章，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。2a活动在读前要求学生回忆自己在愚人节与他人开玩笑或被别人愚弄的经历；2b的语篇是一篇叙事性文章，讲述了四个与开玩笑有关的故事，练习要求快速阅读文章，匹配各段大意，培养学生通过快速阅读获取段落大意的能力；2c需要学生细读文章，回答与文章细节相关的一系列问题，考查学生对阅读内容的理解；2d要求学生用所给单词的正确形式填空，巩固本单元重点语法和词汇；2e是一个开放性的活动，需要学生讲述自己的经历，全班投票选出最有趣的、最令人窘迫的或最有创意的故事。
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；掌握一般过去时态和过去完成时态；
难点 叙述发生在自己身上的愚人节事件，在语言输出中熟练运用这两种时态。
学情分析 在前几课时学生已经就“让人出乎意料的事件”等内容展开了一定程度的语言输入和输出，能够运用过去完成时以及由when, before, as, by the time引导的时间状语从句谈论过去发生的事情，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，本课话题为学生所感兴趣，该篇叙事性文章，讲述了四个与开玩笑有关的故事，前三个故事均发生在愚人节，第四个故事与愚人节没有关系，但却是闻名于世的著名恶作剧之一，易激起学生情感上的回应和思想上的共鸣，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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Step 1. Lead-in. Enjoy the videos and learn about something about April Fool's Day. Talk about some information they’ve got from the videos. Have a free talk with T to share their own experiences on April Fool's Day. Step 2. Reading. Fast reading. Read the passage quickly and try to find out the key words. Careful reading. Read Part 1 and try to find out the answers to the questions. Sa: It takes place in different countries around the world. Sb: Many people play all kinds of tricks and jokes on each other. Read Para. 2 and try to find out the specific information. Sa: These two stories were appeared on TV. Sb: A reporter in England announced that... / a TV show in England reported... Read Para. 3 and answer the questions. Then retell the story using the given pictures and words. Sa: Because he made fun of a serious thing so that others may think he was not a good man. So he lost his girlfriend and show. Sb: Our love. Read Para. 4 and complete the mind-map in groups. Then make a report. Sa: Because he made it sound so real. Step 3. Post-reading. Retelling. Fill in the blanks and retell the passage. Sa: On April Fool’s Day, a reporter in England announced that there would be no more spaghetti. So all of the spaghetti was sold out. Work on 2d. Fill in the blanks with the correct forms of the verbs in brackets. Discussion. Have a discussion in class to share their own ideas. The work in groups and tell their funny/ embarrassing /creative story with the help of mind map. Debate. The class should be divided into two groups and have a debate on the topic. Step 4. Conclusion. Listen to the T’s explanation of language points and take notes. Play a video about April Fool. T: Do you know the history of April Fool's Day Play another video about the tricks people played on that day. T: How do people celebrate this festival Provide some main ideas for Ss to match with the paragraphs. Lead Ss to analyze the structure of the passage. Let Ss read the general introduction part and provide some questions. T: Where does April Fool’s Day celebration take place T: What do people do on April Fool’s Day T: How many stories are mentioned Provide the chart to guide Ss to find out the specific information. T: What can we infer from Para.2 T: How do you know that T: Do all jokes end up being funny Provide a mind-map to guide Ss analyze the elements of the story. T: Why did the TV star's joke have a bad ending T: What kind of things do you think that can't be used to make fun of Let Ss work in groups and analyze the elements of the story. T: Why did so many people believe Orson Welles Provide a chart for Ss to complete and retell the four stories. Ask Ss to finish 2d by themselves and check the answers. Emphasize the past perfect tense. T: Which of these stories is the most believable Which is the least believable Why T: As Chinese, should we celebrate the foreign holidays like April Fool's Day Why or why not 利用相关视频资源，增加学生对于愚人节历史与玩笑等方面的认知，并联系学生生活实际，鼓励其就自己的愚人节经历进行简单分享，自然导入话题，激发学生学习兴趣，产生学习期待。 通过快速浏览，总体浏览文章，引导学生使用略读的策略获取语篇中各段落的关键词，进而匹配段落大意，明确文章结构，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，引导学生从第一段中找出信息点，并通过回答问题和归纳总结的方式巩固语言基础，提升概括能力。 通过信息表格和推断选择，引导学生从第二段中找出信息点，处理文意的同时在语境中渗透词汇教学。扎实基础，提高阅读理解能力和逻辑性思维品质。 通过思维导图和故事复述，引导学生从第三段中找出信息点并尝试表达输出，处理文意的同时在语境中渗透词汇教学。同时以问题导向加入适时的情感渗透，引导学生明白开玩笑不能伤害别人感情的道理。 基于前段的范例，鼓励学生开展合作学习，小组探究故事情节并做汇报，并鼓励学生发散思维，讨论如何以恰当的方式来开玩笑，激发学生的深度思考，适时进行情感教育。 引导学生通过表格再次梳理故事信息，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输出。 通过完成2d练习，要求学生用所给单词的正确形式填空，巩固本单元重点语法和词汇。 通过讨论和讲述自己的经历，从输入到输出，从控制性到最后的开放活动，经过层层递进，培养锻炼学生运用语言的能力。 通过班级辩论赛的形式，针对我们需不需要学习如愚人节的外国文化和节日展开思考，鼓励学生尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断，表达自己的价值取向，并促进其辩证性思维的提升。
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Ⅰ. 阅读理解 During my first two weeks at the University of California, Berkeley, I experienced some unexpected, funny, and sometimes embarrassing(令人尴尬的) situations. Allow me to share some with you. But first, let me give advice to other foreign students who plan to study in the United States. Check the weather before coming! I was very sure that California was sunny all year around so I left all my jackets and sweaters in Paris. It was a huge mistake! It rained almost every day during the first week in Berkeley. I have to say that I quickly forgot these unlucky events. Life in Berkeley is very pleasant and everything is so easy compared to Paris. For example, in only 24 hours I bought a mobile phone and made the lease(租约) agreement for a flat. What’s more, almost all the shops are open on Sunday, which is very practical for me. The first thing that surprised me is that students may come late to class. They freely enter and leave the classroom many times during class. In France, students respect the teacher’s lesson, so they are never late and they leave the classroom only at the end of the class. The local people in California are in general very nice, open and active. However, I am not totally used to their habits yet. Indeed, I was used to shaking my friends’ hands every day in France. During my second day at Berkeley, I shook the hand of one of my classmates whom I had met the day before and he told me “I think we already met!” Another funny story happened during the first party I attended: A girl that I met before came to hug me. I thought she wanted to kiss me like we usually do in France to say hello. So I kissed her and she seemed a little bit embarrassed. I live a great experience at present, and I would just encourage any student to become a member in a program at UC, Berkeley. ( )1. According to the writer’s advice, before students study in America, they should _______. A. make a lease agreement for a flat B. leave their warm clothes at home C. pay attention to the local weather D. prepare a phone as early as possible ( )2. When the writer’s classmate said “I think we already met!”, he meant . A. he and the writer had known each other in France B. Americans needn’t shake hands when they met again C. he was not used to shaking hands with others D. the writer had forgotten about their last meeting ( )3. What does the writer mainly want to tell us A. His experience at UC, Berkeley. B. The relationship between classmates. C. His advice on studying abroad. D. The difference in attending a class.
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课 时 教 学 设 计 尾 页
板 书 设 计
Unit 12 Life is full of the unexpected. Section B (2a-2e)
作 业 设 计
Level A Write a short passage about your special experience on April Fool’s Day.
Level B Draw a mind-map of the passage.
教 学 反 思
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