Module 9 Life history Unit 2 He decided to be an actor.教学设计

Module 9 Life history
Unit2 He decided to be an actor.
学情分析
本单元的课文是莎士比亚的人生经历简介。虽然学生现在还不大能读得懂莎士比亚的作品，但无论从文学的角度，还是文化或常识的角度来讲，学生都应该对莎士比亚有所了解。文中提及了莎士比亚14岁时就结束学业决定去做一名演员，这年龄正与学生相当，能在很大程度上引起学生的兴趣，对比人生阅历，从而珍惜眼下的美好生活和优越的学习条件。本单元继续学习一般过去时态，出现了好多不规则动词的过去式，在口语表达中极易犯错，需要结合笔头落实。
教学目标
语言技能目标
能用一般过去时态谈论人物的人生经历。
能读懂简单人物介绍类文章，从中获取信息，表达个人观点。
语言知识目标
理解并运用本单元的重点词汇，如：successful, works, languange,
die, marry, rich, poem, play, fire, build...
能熟练运用Was he... Did he... 进行提问并作答。
能正确使用一般过去时态中不规则动词的形式变化。
3情感态度目标
通过名人介绍类文章的学习，使学生感受名人努力不懈的奋斗，以促进自身的努力学习。
通过与名人的对比，显示自己现有的优越的学习条件，倍感珍惜，学会感恩。
通过小组讨论，竞赛等课堂活动，培养学生乐于合作的团队精神。
4文化意识目标
通过文章的学习，使学生对莎士比亚本人及他的戏剧，诗歌及the Globe Theatre有所了解，也是对文化的一种渗透。
通过谈论名作家及代表名著，提高学生的阅读意识，培养他们对文学家的崇敬之情，以及对文学的兴趣。
5学习策略目标
认知策略：培养积极思考的习惯，在学习中善于总结方法，提供学习心得。
交际策略：通过对名人一生的评价，交流彼此的观点和内心想法，相互借鉴。
资源策略：通过上网收集相关资料等，拓宽知识面，促进交流。
教学重点：
重点词汇：play, poem, successful, rich, fire, around the world, build, die,work, language.
重点句型：Was Shakespeare... Yes, he was./ No, he wasn’t.
Did Shakespeare... Yes, he did./ No, he didn’t.
He became...
He wrote...
The campany built...
教学难点：一般过去时态不规则动词的变化，及在句子中的运用。
教学方法：Multi-media，bottom-up approach
教学过程
Step1: Warming up
T: Good afternoon, boys and girls! A nice day, isn’t it
Ss: Yes, it is.
T: Did you have a good time in our school this morning
Ss: Yes.
T: What did you do
S1: ...
S2: ...
S3: ...
设计目的：引导学生用一般过去时谈论早上的活动，为本节课所需用到的时态做好热身铺垫。
Step2: Lead-in
T: Now it’s time for us to have an English class. You know English is a language. What can we do to learn a language well
S1: ...
S2: ...
S3: ...
T: As a teacher I keep reading famous books to improve my English. Yesterday I read a book named Romeo and Juiet. It was a love story. They loved each other. But they couldn’t marry. At last they died. This book is a play. It is famous around the world. Do you know the writer
Present the new words: language, marry, die, play, around the world.
设计目的：通过谈论英语学习的方法，提供看书这一建议，导入课文阅读，意在引导学生多看英语书目。
Step3: Prediction
T: Before reading, let’s predict what the passage is about.
S1: The passage tells us...
S2: The passage is about...
S3: ...
设计目的：通过对文章大概内容的预测，使学生对文章内容的阅读产生兴趣。
Step4: Skim
T: Skim the passage to see if your preditions are right and make sure if it is about all of these or some of these.
设计目的：渗透阅读策略，通过跳读了解文章大概。
Step5: Scan
T: Now let’s come to know some important evens in his life. This time you can scan the passage, read it line by line to look for the time and then activities to finish the chart.
1564 1578 1582 About1592 1599 1616
wasborn
设计目的：渗透阅读策略，通过寻读找出莎士比亚一生中所发生的重大事件，使学生对他的一生有个粗略的了解，为细阅读铺垫。
Step6: Careful reading
T: From the chart we know clearly about some important events in Shakespeare’s life, but for details, we had better read the passage carefully. Let’s come to Para1. Read and answer the two questions.
Was Shakespeare an American writer
How many plays and poems did he write
Check the answers and circle some key words.
Teach the word poem
T: Poems are beautiful, but some are difficult for you to understand. Because you are only thirteen or fourteen years old. As a thirteen or fourteen-year-old boy or girl , you just sit in the classroom and enjoy learning. But what about Shakespeare What did he do at fourteen
Read Para2 and answer:
Did his parents learn to read and write
What did he do at fourteen
设计目的：通过本段细阅读，也通过对比，使学生感受自己的优越条件，倍感珍惜，学会感恩。
T: You know Shakespeare decided to be an actor, did he become a successful actor at last Let’s come to Para3
Questions:
Did he become a successful actor
Who enjoyed his works
Teach the words: successful, works，rich.
T: Who do you think is a successful actor
S1: ...
S2: ...
S3:...
T: Shakespeare had some great works, such as Hamlet, Romeo and Juiet. Do you know other famous writers famous works
S1: ...
S2: ...
S3: ...
设计目的：通过列举成功影员及名作家的名著，激发他们通过努力追求成功的欲望。
T: Shakespeare was so successful that his company built the Globe Theatre, but why did they build it again later
Question:
Why did they build the Globe Theatre again
Teach: build, fire.
Step7: Ask and answer
T: That’s all for reading. Now do you know well about Shakespeare from the passage Now let’s have a check. Let’s work in groups to get some questions ready to ask your classmates to see if they know well about Shakespeare.
Ss do it like this:
---Was Shakespeare born in 1564
---Yes, he was.
---Did he leave school in 1582
---No, he didn’t. He finished school in 1578.
设计目的：检测学生对课文内容的了解和对一般过去时态本课出现的动词的掌握程度，通过比赛，培养学生的团队合作精神。
Step8: Retell
T: Now would you please tell me something about Shakespeare , if you can ,please don’t look at your books.
Ss retell the passage in four parts, then try to retell the whole passage.
设计目的：从分部分复述到全文复述，以照顾到各个层次的学生，也使任务设置有梯度，使学生由易到难，逐步提升。
Step9: Exercise
Complete the passage with the correct form of the words from the box.
设计目的：此练习包含了本节课的重点词汇，口头输出后，加以笔头落实，以检测学生对词汇的掌握及运用程度。
Step10: Share your ideas
T: After reading the whole passage , what do you think of Shakespeare’s life
设计目的：本环节学生畅所欲言，谈对名人一生的想法，使学生的思维得以发散，思想得以碰撞。
Homework:
1:Listen and read the passage.
2: Finish the paper
3:To know more about Shakespeare,you can surf the internet.
Blackboard design:
Module 9 Life history
Unit2 He decided to be an actor.
play,poem,language Groups:1 2 3 4
Shakespeare his family,marry
his job,successful,rich
the Globe Theatre