U4 T3 S C 教学设计.doc

Grade 9 Unit4 Topic3 Section CChina is the third nation that sent a person into space. 衡阳市九中 吴娟芳 1.教学目标分析一、语言知识目标：1学习单词：doubt, cancel, connect , besides, tiny, inside, properly.；2学习短语：no doubt, for instance；3有用句型：There is no doubt that computers are very useful in technology and business. Besides, not everything we read on the Internet is true or good for us.二、能力目标：1学生能读懂文本、掌握主要信息，学会观察文章结构、品读文章；2学生能依托阅读文本，仿写出描述电脑优缺点的作文。三、情感态度目标：通过本堂读写课，学生能讨论和描述电脑的优缺点，学会表达对不同事物的看法，学会分析事物的两面性；培养学生对高科技产品的正确认识，引导他们正确利用电脑，不沉迷于网络而影响学习。2.教学重点、难点分析教学重点：11a：阅读文章，理解大意并获取主要信息，训练学生的阅读技能；21d：认识电脑的优缺点，引导学生辩证地看问题并能正确对待互联网。教学难点：1引导学生学会观察文章结构，学会品读文章，体会作者的思想表达方式及语言技巧；2引导学生模仿课文进行类似话题的写作，达到以读带写的目的。3.教学过程设计步骤一、Warming up 4利用第二届世界互联网大会宣传视频活跃课堂氛围，并引出本课时的主题The Internet and the computer： 1T：Good afternoon, boys and girls. Id like to show you a video. I hope you can take notes and then answer my questions: Whats the video about? What can we know from it?.S1: Its about the Internet. The Internet has changed the world. The world is connected. The Internet is making the world smaller, like a village.设计意图：利用视频活跃课堂氛围，激发学生的学习兴趣，使学生尽快进入英语学习的状态。让学生很快联想到互联网，自然引出主题。步骤二、Pre-reading 41预测电脑的使用范围 12. 举例说明电脑在以上领域的运用： What are computers used for? 3设计意图：引出话题之后，让学生结合自身情况初步思考并谈论电脑的功能，为新课的学习做准备。电脑与学生实际生活息息相关，学生有话可说、有感而发，乐于发言。步骤三、While-reading 201通过标题预测阅读文本的大意： 1T: Can you predict the main idea of 1a according to the title? S: Computers are very important in our lives.T: Yes. 设计意图：训练学生通过标题预测文本大意的能力。2略读全文，找出各段的主题句，并列出文章的主体框架结构： 4T: Please scan 1a and underline the top sentence of each paragraph. Para.1. Since computers were invented in the USA in the 1950s, they have become very important in many areas of work and leisure. Para. 2. Since the Internet came into being, peoples lives at home have been changed, too. Para.3. Computers have improved our lives, but they have brought problems, too. 设计意图：让学生快速通读全文，整体感知文本、把握大意。主题句简单且概括性强，让学生有意注意文章主题句经常出现的位置（段首或段尾），体会作者的思想表达方式及语言技巧，为仿写做好铺垫。3. 给文章划分段落，学会观察文章结构。 24. 细读第一段，完成表格填空： 45. 再读第二和第三段，寻找细节信息 ： 6 设计意图：培养学生的细节阅读能力，引导他们品读文章，体会作者的思想表达方式及语言技巧。用表格和填空替代问题，让阅读变得生动有趣，基础薄弱的学生感觉任务难度有所下降，更愿意参与到课堂活动中来。通过各种形式的阅读活动，帮助学生掌握基本的阅读技能，实现课程标准要求的阅读技能目标，为他们成为高效阅读者打下良好的基础。6. 回顾并勾勒出1a的总体框架并指导阅读技巧： 3设计意图：教师引导学生运用多种形式的阅读技巧和阅读策略，把握文章大意、分析文章结构，步步为营、层层推进，让文章的框架清晰地呈现在学生眼前，为后面的写作提供借鉴的范本。步骤四、Post-reading 131. 联系实际讨论话题，渗透情感教育： 6T:From 1a we know much about the computer. Can you add your own ideas about its use and what you think of it? Please have a three-minute discussion with your partners.(3 minutes later, the teacher invites some groups to share their own ideas about the computer.)Group1 S1：We can search information on the computer.Group2 S2: We are able to talk with others face to face online.Group3 S3: But some students lose themselves in the computer games. T: Right. Every coin has two sides. (补充跟话题相关的表达，丰富语言素材。) So whatshouldwe do with the computerfromnowon?S4: We should use the computer carefully and dont spend too much time on it.(教师引导学生说出)设计意图：教师创设情境激发学生情感，渗透情感教育，让他们认识到如何正确对待电脑，从而树立正确的人生观和价值观。让学生联系实际对话题进行讨论、补充自己的看法，使其有话可说、有感可发，激发了他们的思维积极性。 2. 提炼写作大纲，搭建结构支架，为写作做准备： 5T：You did a good job in discussion. After discussion, you had better write down the result in the form of a passage. And how will you do?设计意图：教师借助结构框架和相关图片引导