Unit 4 I used to be afraid of the dark. Section B2a-2f 教学设计

人教版九年级英语全
Unit
4
I
used
to
be
afraid
of
the
dark
Section
B(2)
2a-2f教学设计
一、教学目标
1.Knowledge
goals:
To
learn
more
useful
expressions.
2.Ability
goals:
To
improve
your
reading
skills.
3.Emotion
goals:
To
communicate
with
our
parents
and
understand
them.To
love
and
enjoy
love.
二、教学重难点
（一）教学重点：
1.
文章中的重要短语、句式及表达。(be
absent
from,in
person,take
pride
in/be
proud
of
......)
2.
文章主人公今昔对比，把握主旨大意，可以复述。
3.
通过不同的阅读策略，学会阅读技巧，提高阅读能力。
（二）教学难点：
1.
完成设置的阅读任务，提高阅读能力。
2.
理解并能与父母进行交流，爱自己和家人与朋友，用感恩的心对待一切。
三、教学策略及方法：
1.
能根据上下文语境推测生词和短语的含义。
2.
能根据篇章内容的前后逻辑联系判断缺失信息。
3.
能灵活运用不同的短语表达同样的含义。
四、教学准备：课件制作，华为智慧云十六进制平台
五、教学过程
一、
课前准备
See
which
group
is
the
best.
Rub,
rub
my
hands
Wipe,wipe
my
palms
Get
ready,go
go
go
摩拳擦掌，全力以赴
（设计意图：让学生咏唱来振奋精神，激发学习劲头）
二、自主学习
Step
1
Review
知识回顾：
1.
Sharp
Eyes
Review
the
words
and
phrases.
(设计意图：以游戏抢答的形式简单地复习一下跟这节课有关的几个词汇，做一下课前热身)
2.
Show
the
learning
goals.
Knowledge
goals：To
learn
more
useful
expressions.
Ability
goals:
To
improve
your
reading
skills.
Emotion
goals:
To
communicate
with
our
parents
and
understand
them.
To
love
and
enjoy
love.
（设计意图：学习目标主要侧重于能力和情感，一是阅读技巧，学会三个阅读策略；二是希望通过学习这篇文章，唤起学生们对留守儿童的关爱之心，懂得体会亲情的可贵，理解父母的责任，并能在成长的道路上注意心理的健康和成长。）Step
2
Lead
in
(导入)
1.
Watch
the
pictures
and
listen
to
something
about
the
left-behind
children.
（设计意图：用留守儿童的图片和心声给出本文背景资料，让学生能够更好地了解文章的主题和内容。家庭教育的弱化，情感缺失和心理失衡导致许多留守儿童成为问题儿童，给社会造成不良影响。）
2.
Predict
the
main
idea
according
to
the
title.
A.
He
used
to
break
the
school
rules.
B.
He
used
to
hate
studying
and
fail
his
exams.
C.
He
used
to
fight
with
his
classmates
Reading
skill:
The
title
can
show
the
main
idea
of
a
passage.
（设计意图：呈现
2b
中的图片以及课文标题“He
Studies
Harder
Than
He
Used
to”，让学生思考：What
kind
of
problems
might
he
have?
给出三个选项，旨在让学生掌握根据标题和插图来预测文章内容的能力，引导他们带着问题去阅读下面的文章）
Step
3
Self-learning
1.
Read
fast
and
find
one
key
word
to
express
the
main
idea
of
each
paragraph.
Para.
1
Problems
Para.
2
Talk/Conversation.
Para.
3
Changes
Para.
4
Background
（Reading
skills:
Read
quickly
and
look
for
certain
information.）
（设计意图：目的在于让学生快速地浏览课文，把握每一段的中心意思，为下一步“把缺失的句子放入正确的位置”降低了难度。）
三、Cooperation
and
exploration
合作探究
Step
4
Scanning
1.
Read
the
passage
again
and
put
the
missing
sentences
A-D
in
the
correct
place
A.
They
had
a
long
talk.
B.
Now
Li
Wen
has
really
changed.
C.
However,
things
began
to
change
a
few
years
ago.
D.
His
teacher
was
worried
about
him.
2.
Study
with
your
partner
Sharing
your
ideas:
How
to
find
the
missing
language?
Discuss
with
your
partner
to
find
the
clue
sentence.
Reading
Strategy:
Use
the
sentence
context
to
guess
the
meaning.
（设计意图：本环节设置为先自读完成阅读任务，再根据阅读技巧师徒对研答案线索，让小组的1、2
号学生来帮助
5、6
号，能根据语篇内容的前后逻辑关系补全缺失的信息，以达到分层教学的目的。提问时如果
5、6
号能站起来回答正确，则全组一并加分，以这种方式让学生感受互相帮助的好处，提高合作学习的兴趣。小组合作学习是学生学习的主要形式，重视学生之间的交流与合作，让学生自主地表达，自主地学习，能够实现对知识的融合。）
Step
5
Careful
reading.
Studying
with
your
partner
Para1
:
Before
his
parents
moved
to
the
city,
As
a
little
boy,
Li
___
caused
any
problems.
A.always
B.
usually
C.
never
D.
seldom
2.
His
grandparents
take
care
of
him.
(同义短语)
A.
care
for
B.
care
about
C.
look
after
D.
take
after
3.
Li
missed
parents
so
much
that
he
often
felt
____.
A.
alone
B.
lonely
C.
being
alone
D.
being
lonely
Para2
:
After
his
parents
moved
to
the
city
1.
What
did
Li
Wen
do
?
2.
What
did
Li
Wen’s
parents
do?
3.
What
did
Li
Wen’s
teacher
do
?
Para
3＆4
what
is
Li
Wen
like
now?
T
or
F.
1.
Li
Wen’s
parents
take
pride
in
everything
that
I
do.
2.
Li
Wen
became
more
outgoing
and
make
good
friends.
3.
Parents
should
have
talk
with
their
kids.
4.
Li
Wen
works
as
hard
as
he
used
to.
55.
It’s
important
for
parents
to
be
there
for
their
children.
Step
6
Read
the
passage
more
carefully
and
then
fill
in
the
blanks.
（设计意图：这个环节是把
2c
的阅读任务改为表格的形式，对文章内容进行整体归纳总结，培养学生对篇章结构的把控能力。继续采用师徒对研的形式，生教生，以实现共赢。问学生：什么改变了李文？进行情感教育）
Step
6
Post
reading
----
fill
in
the
blanks
When
Li
Wen
was
a
little
boy:
he
______
caused
problems,
he
______
much
time
with
his
family.
After
his
parents
moved
to
city:
he
felt____,
he
was
less
_______
in
studying,
he
was
_____
from
school,
and______
his
exams.
At
boarding
school:
He
was
shy
and
found
life
there______.
He
want
to
______
school.
After
a
long
talk
:
He
studied
_______
than
he
used
to.
Li
Wen
has
really
________.
（设计意图：本环节是一个读后活动，通过填空的形式让学生总结概括本篇文章的主要内容，同时也进行了语法填空的练习）
1.
Teacher's
Words
和
Let’s
say
together!
（设计意图：教师寄语、学生大声向父母示爱，进行情感教育。）
三、整理提升Step
7
Summary
What
have
you
learned?
（设计意图：让学生从知识、能力、情感三个方面对本节课进行梳理整理，让他们说出他们本节课的收获，充分体现学生的主体地位，本节课的情感目标“理解并能与父母进行交流，爱自己和家人与朋友，用感恩的心对待一切。”在这个环节进行升华。）
Step
8
Exercises
巩固练习
1.Guess
the
word
meaning
according
to
the
sentence
context.
1)
However,
insects
with
colors
different
from
plants
can
easily
be
found
and
eaten
by
others.
So
in
order
to
survive,
they
have
to
hide
themselves
in
the
daytime
and
appear
only
at
night.
What’s
the
meaning
of
the
underlined
word
“survive”?
A.
繁殖
B.
产卵
C.
生存
2)In
the
Far
East
in
ancient
times,
the
umbrella
was
allowed
to
be
used
only
by
those
in
high
office
or
by
royal
people
such
as
the
kings
or
queens.
7
The
underlined
word
“royal”
might
mean
_____
.
A.皇室的
B.富裕的
C.中产的
2.Finish
the
sentences.
1.When
his
parents
moved
to
the
city
to
work,
they
could
not
to______him.
(照顾)
2.He
became
less
interested
in
studying
and
_________________
classes.
(缺席)
3.
Then
his
parents
________________
to
send
him
to
a
boarding
school.
(决定)
4.
His
teacher
advised
his
parents
to
talk
with
their
son
______________.
(亲自)
5.
This
conversation
with
his
parents
______________
his
life.
(影响)
6.
His
parents
would
_________________
everything
good
that
he
did.
(以......为荣)
（设计意图：本节课所学知识做题，达到巩固知识的目的。运用华为智慧云平台形象直观地设计意图：当堂练习选择与本节课知识与能力培养有关的题目进行巩固。运用展示学生做题的准确率，并由学生来讲解错误较集中的习题，充分调动学生的主动性，符合新课标要求。）
7.
Count
the
points
to
see
which
group
is
the
best.
The
top
one
group
come
to
the
front
to
receive
a
national
flag.
Enjoy
and
sing
the
song
“
You
raised
me
up
”.
Have
an
emotional
education:
Trying
your
best
is
the
way
that
you
love
your
parents.
（设计意图：对小组得分进行汇总，评出最优小组，课后拍照发家长群表扬。欣赏英文歌曲“You
raised
me
up——你抚养我长大”，再次渗透德育。）
Step
9
Homework
必做：
1.
Say
“I
love
you”
to
your
parents
2.
Write
a
similar
passage
about
yourself.
选做：Do
a
survey
about
the
left-behind
children
around
you
Left-behind
children
Problems
How
to
solve
them
（设计意图:
作业设计是课堂教学的巩固和延伸。作业布置既有共性又有层次性，利于不同层次学生完成。）