英语阅读课教学设计
课题：北师大版《初中英语》九年级上册教材 Unit3 Creativity
Lesson 9 Creative Minds（第一课时）
教师姓名： 李超 授课时间： 2015年10月14日
指导思想
《英语课程标准（2001版）》明确指出基础教育阶段英语课程的总目标是培养学生的综合语言运用能力，初中英语教学的目的是培养学生的阅读策略和能力，重在理解段落中各句子之间的逻辑关系；根据上下文和构词法推测理解生词的含义；根据不同的阅读目的运用不同的阅读策略获取信息。如：运用略读获取文章主旨大意，运用找读获取文章的具体信息。此外，通过关注文章标题文章基本内容等。不难看出，初中阅读教学要从促进思维和培养自主学习能力的角度出发。阅读教学不应该仅停留在语言知识的学习上，而是应该重在发展学生思维能力上；阅读教学不应该是以教师设计阅读问题来检查学生是否能给出正确答案上，而是应该重在促进学生主动学习，自主合作的阅读指导上，进而真正做到发展学生基本的阅读技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，为今后继续学习英语和用英语学习其他阅读知识奠定基础
教材分析
本单元的话题为Creativity关联于课标话题22.Popular science and modern technology下的子话题(78) Inventions and technological advances.本课位于北师大版《初中英语》九年级教材第三单元。本单元的前两课（L7、L8）内容分别从A Famous Inventor和Inventions Advantages and Disadvantages的话题方面展开，学生在学习语言知识的同时，还能更多的关于发明家的生平事迹，辨证思考发明给人们生活带来的优势和弊端。本单元的最后一课CW通过介绍我国著名发明家王选，在巩固本单元所学的基础上，让学生能够表达自己最喜欢的发明家。
本节课位于单元第三课，主题是创造性思维，是一节阅读课。本文是一篇科技性的说明文章，例举了棒冰、耳罩、蜡笔套、手腕套四个发明，所有的发明都有一个共同点—孩子们在尝试用创造性的思维解决生活中遇到的困难。科技性的内容相对较枯燥，全文300词左右，介绍每个发明的文段大概66词，所以，思考如何让文本与学生自身联系，变得有意义进而让学生愿意进行阅读学习尤为重要。本节课设计开始用“Do you have any problems in your daily life? How to solve them?”的问题来进行学前活动，结合学生的实际生活，激活学生的已知，让学生思考如何解决问题。为了更好地解决学生们生活中的问题，在课堂上将举办一场发明推荐会，让学生们可以获得更多解决问题的想法，课文中的文章可以帮助学生更好的准备发明推荐会，用学生感兴趣的任务，将文本与学生的实际生活联系起来。在课文的学习中，第一个发明popsicles文段为示范学习，通过设置表格让学生快速获取what, who, where,when等浅层信息；通过设置深层问题让学生进一步理解文段。例如，设置问题1.What was his problem? What would you do? How did he solve it? 来帮助学生理解文段的问题主线，并在此处学习文段中句子之间的因果联系；回答问题2.What do you think of the invention and the inventor？学生需要深层了理解文段后表达自己的想法。设置问题3.Try to ask one question for the inventor可以让学生与文本进行互动，进行深入的思考。这样的示范性学习为学生在小组合作学习中学习其它三个发明，提供理解文章主线上的引导，帮助学生完成其它三个发明的产品推荐。在产品推荐会中，学生可以进一步理解文本信息，完成自评表格，最后小组投票选出最受欢迎的发明。最后的读后活动会与读前活动相呼应，通过本节课的学习，你是否有更多创造性的想法来解决问题呢？
学情分析
本节课的授课对象是初三2班学生，他们的学习积极性较高，大部分学生能流畅表达自己的观点和想法，经过初中前两年英语学习，学生具备基本的阅读能力和一些简单的阅读技巧及方法。但是班内也存在一些学困生，基础薄弱，尤其进入初三上学期，两级分化较为严重。学生对文本材料中关于发明的话题比较感兴趣，但由于是阅读课，阅读材料较长，信息量较大，内容相对较枯燥。在设计上，考虑学生的层次差距，教学设计具有阶梯性，由易到难，让学困生在阅读中重新找回自信，优等生有所生成。因此如何设计好自主教学环节、步骤和方法维持自主学习兴趣，提高自主阅读的能力和阅读效率，进一步巩固和加强英语自主与合作学习策略的关键。同时在阅读过程中培养学生创造性思维、解决问题的意识，为他们的终身学习和发展打下良好的基础。
教学流程
第一课时
First Period
教学目标
在本课学习结束时，学生能够：
1.通过快速阅读获取一些具体发明创造的时间、发明家、发明过程等信息
2. 通过归纳、理解发明过程和背景信息，理解文段中的因果关系，感悟发明家所需要具备的品质
3.运用文本信息与自己的生活经验，以我最喜欢的发明为题进行发明推荐会，与文本进行互动
4.通过阅读了解创新思维、建立面对生活中的问题善于思考，勇于解决问题的意识
教学重点
1. 通过归纳、理解发明过程和背景信息，理解文段中的因果关系，感悟发明家所需要具备的品质。
2.运用文本信息与自己的生活经验，以我最喜欢的发明为题进行发明推荐会，与文本进行互动。
教学难点
运用文本信息与自己的生活经验，以我最喜欢的发明为题进行发明推荐会，与文本进
行互动。
通过阅读了解创新思维、建立面对生活中的问题善于思考，勇于解决问题 的意识。
教学资源
教材、多媒体课件、图片、学案、黑板和粉笔。
教学过程
教学活动
设计意图
互动模式&
时间
Warm up：
Step 1
T shows some pictures about daily life problems and ask students:
What problems do you have in your daily life?
How do you solve them?
通过照片展示以及提问激活学生的已有背景知识，激发学生的学习动机,并自然引入本课话题。
CW
IW
8’
Pre-reading
Step 2
T plays the video to introduce the task“Inventions Presentation”
What do you want to know about inventions?
Ss brainstorm their ideas and teacher draw the mind-map on the blackboard
通过播放一段关于发明展示会的视频，让学生对学习任务举行发明展示会产生兴趣，为学习课文做铺垫。
通过思维导图了解学生关于发明的已知信息。
IW
2’
While-reading
Step 3
Read the whole passage quickly and answer: How many inventions are mentioned in these passages and what are they?
Read the popsicles passage carefully
Try to finish the table
Read the first invention together and try to answer these questions
1.What was his problem? What would you do? How did he solve it?
2.What do you think of the invention and the inventor?
3.Try to ask one question for the inventor
Choose your favorite invention and learn in the group
Finish your poster
Present your invention and ask a question for other groups
1.Topic: A Special Invention
2.Try to present the information from the text and add more feeling about the invention or inventor
3.Prepare one question for other group
4.You will have 5 minutes to prepare
5. You will have 3 minutes for your presentation and one question for other group with your poster.
Discuss and vote for the best group
获取文章大意信息，以popsicles这个发明为例，示范阅读中需要关注的细节信息以及问题主线，引导学生结合自身经验与文本互动，深入思考对发明以及发明家的认识
各小组根据自己选择的发明，自主合作学习，根据设计的学案获取信息，与文本进行互动，完成发明推荐会时分享的海报。
获取文本信息，结合小组内对文本的理解和归纳与全班同学分享小组学习的内容，并为其它小组设置一个与文本相关的问题，其它小组可以进行抢答。
小组根据自评表进行自我评价并通过讨论投票选出最佳产品推荐组
IW
PW
CW
30’
Post-reading
Step 4
Discuss
1.Why do you think these inventors can make these inventions? What do the inventors in common?
2.Can you get more ideas to solve your daily problems?
用问题讨论的方式，让学生内化课文，同时深入思考发明家需要具备的品质
结合学生实际生活情况，引导学生思考如何创造性地解决生活中的问题、
PW
CW
7’
Homework
Extensive reading: read more passages about inventions and try to finish the exercise.
Write down what your want to invent.
板书设计
第二课时
Second Period
教学目标
在本课学习结束时，学生能够：
在语境中理解因果关系对事情的影响，就如何发展创造力这一话题表达自己的见解。
结合自己生活中的问题，描述自己想发明的东西。
培养学生在生活中运用创造性思维解决问题的意识。
教学环节
教师活动
设计意图
互动模式&时间
Revision
Step1: Ss review those passages they have learnt.
Ss review the cause and effect relationship by fill in the blank.
Step2: Think about the inventors from the passage. What are some examples of their creativity? Discuss with your partner.
Example:
A:Well, Frank thought of a new way to use something he found by accident.
B:I agree. Even though it was cold, he thought people would like it in summer.
A: Good idea. I think we can also read
books about them so that we can learn from them.
学生通过填写表格复习已学文段，理解因果关系对事情的影响。
就如何发展创造力这一话题进行讨论并表达自己的见解。
IW
CW
8’
Writing
Group work -- try to be creative
Step 1: Divide students into 6 groups, each group is to think out a problem at school, at home or in daily life, then write a letter about it and ask for help from other group
Step 2: exchange letters with other groups. After that, each group discusses how to be creative and writes how to invent an invention to solve problems
Step 3: ask every group to read out their problem and the corresponding group read out their inventions.
Step 4: Vote for the best group which is most creative in offering solutions
小组合作，通过讨论写出各组日常生活中最关心的一个问题，与其它小组进行交换。并针对其它组的问题设计出一个能解决问题的发明。写作中需要用到因果关系的表达。在写作中培养逻辑思维以及创新思维.
IW
PW
CW
25’
Presentation
Step1. Presentation
Ss present the things they want to invent in the group
小组内展示小组成员想发明的事物
IW
PW
CW
6’
Homework
Polish your writing and write it down in your exercise book.
巩固所学，落实笔头
CW1
1’
L9 Creative Minds
What are the passages mainly about?
Read the popsicles passage and tick what are mentioned in the passage
What was his problem? What would you do?
How did he solve it?
（3）What do you think of the invention?
（4）After reading this passage, try to ask one question
Choose your favorite invention and learn in the group
Earmuffs:
Try to fill the blanks
（1）. His ears were so________that he couldn’t ______it.
（2）. Although he tried covering his head in a______, it was not________.
（3）. After some_______,he made wire into two circles and asked______for help and the first earmuff was________.
Crayon holders:
Choose true or false:
（1）. It’s easy to use some broken and small crayons.( )
（2）. The plastic tubes were filled with water to keep flowers fresh.( )
（3）. She found that the plastic tubes fit tightly around the crayons.( )
Wristies:
Try to answer some questions:
（1）. Why did some kids complain?
（2）. What did Kathryn want to do to create the first pair of wrisities?
（3）. What are wristies?
（4）. What do wristies help you?
4. Why do you think these kids can make these inventions? What do the kids in common?
课件15张PPT。Unit 3 CreativityLesson 9 Creative Minds(1)丰台二中 李超What are your problems in your daily life?
How do you solve them?Pre-readingDiscuss in groups of six Inventions Presentation
为了配合科技月的活动，学校英语沙龙准备开展以“A Special Invention”为题的发明展示活动。邀请我们班的同学参加，请以小组为单位就此话题围绕感兴趣的发明准备发言以及其它展示的材料。
Pre-reading : Showing the task What do you want to introduce?
Pre-readingPre-reading Brain stormingRead and answer
How many inventions are mentioned in these passages? What are they?While-reading : Get the general information Read the popsicles passage and finish the table individually.1.What was his problem? What would you do? How did he solve it?
2.What do you think of the invention and the inventor?
3.Try to ask one question for the inventorWhile-reading : Get and understand the informationunderline your answer in the textYou may present like this…Good morning, ladies and gentlemen：
I want to introduce a wonderful invention
for you. They were invented by 11-year-old
Frank Epperson in 1905. He forgot a drink of juice and it became ice. He couldn’t drink it,
so he ate it and it tasted good. It became popular in winter. In my opinion, popsicles are useful because… and the inventor was clever because…I have a question for you:…
while-reading : understand the information and voice your opinioninformationChoose your invention and learn in the groups. While-reading : Get and understand the informationPrepare your own invention presentationWork in groups of six informationYour opinionYour questionInventions Presentation
为了配合科技月的活动，学校英语沙龙准备开展以“A Special Invention”为题的发明展示活动。邀请我们班的同学参加，请以小组为单位就此话题围绕感兴趣的发明准备发言以及其它展示的材料。
Showing the task 1.List at least two pieces of information for
your presentation from the text.
2.Express your opinions on the invention or
inventor.
3. Make your speech logical, you may use “because” or “so”.
4. Prepare for your speech in your group and
prepare one question for other group.
5. You will have 5 minutes to prepare and 3
minutes for your presentation.
Post-reading: Make a presentation on “A Special Invention”Self-evaluationwhile-reading : understand the information and voice your opinionWhy do you think these inventors can make these inventions? What do the inventors have in common?post-reading : voice your opinionTry to solve your problems in daily life in a new way!
_______ _________are very important!
post-reading : reflect on what you have learntHomework:
Finish the reading exercises about inventions on page 131.
Find a useful invention in your daily
life and prepare the invention presentation. L9 Creative Minds（2）学案
一．Complete the table
二. Think about the inventors from the passage. What are some examples of their creativity?
三.What is your problem? Try to make an invention to help solve the problem.
课件10张PPT。Unit 3 CreativityLesson 9 Creative Minds(2)丰台二中 李超RevisionDo you still remember the inventions we learnt?
Discuss with your partner and complete the table.Think about the inventors from the passage. What are some examples of their creativity?
RevisionDiscuss with your partnerA:Well, Frank thought of a new way to use something he found by accident.
B:I agree. Even though it was cold, he thought people would like it in summer.
A: Good idea. I think we can also read
books about them so that we can learn from them. Example: Writing Think out a problem at school, at home or in daily life, then Write a letter about it and ask for help from other group. Work in group of sixWritingExchange letters with other groups.
Each group discusses how to be creative and writes how to invent an invention to solve problemsPresentationRead out their problem and the corresponding group read out their inventions.Voice your opinionVote for the best group which is most creative in offering solutions Present the things they want to invent in the group
Discuss with your partnerVoice your opinionHomework:
Finish the exercise on P57-59.
Polish your writing and write it down in your exercise book.
