2016海南省初中英语教师课堂教学评比暨观摩活动——23号选手人教版九年级英语Unit4 I used to be afraid of the dark Section B Reading（2a-2f

Unit4
I
used
to
be
a
( http: / / www.21cnjy.com"
\o
"欢迎登陆21世纪教育网 )fraid
of
the
dark
Section
B
Reading(2a-2f)
（教学设计）
授课教师：No.23
所用教科书书名
2014版人民教育出版社新目标 Go
for
it
所教年级
九年级
所教册次、单元
Unit
4
I
used
to
be
afraid
of
the
dark Section B（2a-2f）
设计主题
阅读课
《he
studies
harder
than
he
used
to》
1.Design
Ideas
&
Theoretical
Foundation
In
this
class,
th
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passage
is
about
a
student’s
problems
and
how
his
parents
help
him
to
solve
his
problems,
It’s
about
love,
love
can
solve
all
of
the
problems.I
use
a
mind
map
to
help
my
students
analyze
the
passage,
I
choose
‘problems’
as
the
main
topic
,
ask
students
to
read
the
passage
and
find
out
why
did
Li
Wen
used
to
have
problems,what
his
problems
are
and
how
his
parents
help
him.After
reading,
students
can
understand
the
main
structure
of
the
whole
passage
,
I
choose
love
as
the
key to
solve
the
problems,
students
can
make
conclusion
that
understanding
and
communication
are
important,
in
this
way
,
students
can
understand
the
passage,
learn
the
reading
strategies
and
receive
the
emotional
education.
2.Teaching
Background
Analysis
of
t
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"欢迎登陆21世纪教育网 )eaching
content：In
this
unit,
students
learn
the
topic
of
‘what
we
have
changed’,they
learned
the
sentence
structure
‘used
to
do’
in
certain
language
environment.
This
passage
is
based
on
what
they
have
learned
before,
it
present a teenager’s problems,and
talks
about
his problems
and
changes,
the
passage
also
offer
students
a
good
example
to
understand
and
communicate
with
parents,
While
reading,
students
can
gain
some
reading
strategies.
at
the
same
time,
the
structure
of
the
passage
also
help
students
learn
how
to
use
the
target
language ‘used
to’ in
their
daily
life . Analysis
of
student
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\o
"欢迎登陆21世纪教育网 )s’ situation：Students
have
learned
the
phrase
‘used
to’,
they
need
to
learn
how
to
use
it
in
their
daily
life
and
gain
some
reading
strategies.
In
their
life,they
may
meet
the
same
problems,
so
they
will
be
interested
in
this
lesson.
3.Teaching
Objectives
Knowledge
Objectives：1.
Review
the
usage
of
‘used
to’; 2.
Master
the
new
expressions:
be
absent
from,
influence,
boarding
school,
in
person.Ability
Objectives：Get
students
learn
the
reading
strategy: 1.Gue
( http: / / www.21cnjy.com )ssing
the
meanings
of
new
words
by
using
the
sentence
context; 2.
Analyzing
the
passage; 3.
Catching
the
important
information
while
reading.Emotional
Objectives：G
( http: / / www.21cnjy.com"
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"欢迎登陆21世纪教育网 )et
students
knows
that
communication
and
mutual
understanding
between
them
and
their
parents
are
important,
encourage
them
to
study
hard
to
repay
their
parents.
4.Teaching
Importance
&
Teaching
Difficulties
Teaching
Importance：Get
students
( http: / / www.21cnjy.com"
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"欢迎登陆21世纪教育网 )learn
the
important
expressions:
be
absent
from,
influence,
boarding
school,
in
person;Train
students’
reading
skills: 1.
Guessing
the
meanings
of
new
words
according
to
the
context; 2.
Catching
the
important
information
while
reading; 3.Analyzing
the
passage and
.Teaching
Dif
( http: / / www.21cnjy.com"
\o
"欢迎登陆21世纪教育网 )ficulties:1.
Catching
the
important
information
while
reading;
5.Teaching
Method The
Task-based
Method; The
Communicative
Teaching
Method; The
Cooperative
Teaching
Method.
6.Teaching
Procedure
Teaching
Period
Teaching
content
Students’ activities
Teacher’s
activities
Designing
purpose
Warming
up
Pictures;Brain
storm
Talk
with
teacher,
think
about
their
problems
they
might
have.
Talk
with
students,
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show
pictures,
ask
students
to
think
about
problems.
激活学生已有背景，引出本课主要话题problems
Skimming
The
whole
passage
Read
the
passage
quickly
,find
out
the
general
idea.
Ask
students
to
rea
( http: / / www.21cnjy.com"
\o
"欢迎登陆21世纪教育网 )d
the
passage
quickly,
and
find
out
the
general
idea.
通过略读，学生对文章的大意有初步了解,引出思维导图的中心词problems.
detailed
Reading
Para.1
Read
para.1,find
out
why
did
Li
Wen
had
problems.
Ask
students
to
r
( http: / / www.21cnjy.com"
\o
"欢迎登陆21世纪教育网 )ead
para.1
carefully,find
out
why
did
Li
Wen
had
problems.
细节阅读本段的第一个问题目的是让学生找出李文出现问题的原因，以及父母外出打工后李文出现的第一个问题，引出思维导图的第一节分支“Why”
Para.2
Read
Para.2,find
out
Li
Wen’s
problems
and
fill
in
the
chart
Ask
students
to
read
para.2,
find
out
Li
Wen’s
problems
引导学生细读第二段，找出思维导图第二条分支“what”,用填表格的方式引导学生抓住文段主要信息，培养学生获取关键信息的能力,
Para.3-4
Read
para.3&4,
find
out
Li
Wen’s
changes
Ask
students
to
read
para.3&4,
find
out
Li
Wen’s
changes
学生通过填写表格，对李文改变前后的表现作了对比，培养了学生获取关键信息并分析对比信息的能力
find
out
the
key
sentences.
Ask
students
find
ou
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\o
"欢迎登陆21世纪教育网 )t
the
sentences
which
explain
how
Li
Wen
solve
his
problems
学生在思考李文如何解决问题的同时，也得出要和父母多沟通并理解父母的结论，培养学生获取关键信息的能力
The
whole
passage
Read
the
whole
text,
put
the
sentences
[A-D]
in
the
correct
places.
Ask
students
to
r
( http: / / www.21cnjy.com"
\o
"欢迎登陆21世纪教育网 )ead
the
whole
passage
and
put
the
sentences
[A-D]
in
the
correct
places.
学生在完成细节阅读后，对文段的信息有了充分的了解，在此基础上，将四个段落的关键句填入文中就变得容易了
Scanning
The
whole
passage
work
in
pairs,
read
( http: / / www.21cnjy.com"
\o
"欢迎登陆21世纪教育网 )
the
passage
again,find
out
the
sentences about
parents’ love and
underline
them
Ask
students
to
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\o
"欢迎登陆21世纪教育网 )
work
in
pairs,
read
the
passage
again,find
out
the
sentences about
parents’ love and
underline
them
引导学生寻读策略的同时，培养学生分析文章脉络，自主思考的能力，寻找李文父母的爱，为读后活动的情感升华做铺垫
Post
Reading
Interview
Work
in
groups,
tal
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\o
"欢迎登陆21世纪教育网 )k
about
their
changes
and
how
their parents
helped
them,
make
an
interview
Ask
students
to
make
an
interview
此活动旨在培养学生自我发现问题和与父母及时
( http: / / www.21cnjy.com"
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"欢迎登陆21世纪教育网 )沟通并解决问题的能力，采访记录表按过去现在和父母如何帮助孩子三大结构作为框架，引导学生操练并巩固目标语言used
to的用法；学生在输出、操练目标语言的同时，情感得到熏陶，本课最终情感目标得到升华
Home
Work


Ask
students
to
write
a
letter
to
their
parents
在进行文章信息结构分析和目标语言操练后，检测学生对本篇文章信息的理解，培养学生感恩并学会和父母的沟通理解优秀品格，具有极强的可检测性。
7.Blackboard
Design Unit
4
I
used
to
be
afraid
of
the
dark
Section
B（2a-2f)
( http: / / www.21cnjy.com )