教学设计ban.doc

Unit 12 Life is full of the unexpected. Section A 3a3c Made by JiaoWeina No. 3 middle school in LaoHekou一 教学目标： 1. 语言知识目标：1）能掌握以下单词：block, worker, stare, disbelief, above, burn, burning, alive, airport, till, west, in line with 2）能正确使用有when, before, as, by the time 引导的时间状语从句表示过去发生的事情。2. 能力目标：1）能用 “5P” 教学模式指导学生用正确的阅读方法完成相关的阅读任务。 2）学会表达自己曾经历过的一件意料不到的事情。 3. 情感态度价值观目标： 通过引导学生阅读文章中两件重大的突发事件，达到帮助培养学生在突发事件发生时自我保护的意识，同时引导学生以积极乐观的心态面对突发事件，使学生的世界观更为科学，更有发展价值。 二 教学分析：1. 教材分析： 本节课从教学体裁上看是一节阅读课，作为阅读课，一是要求学生能读懂文章内容，并通过所读内容完成相应的阅读练习；二是要求能通过本次课程的学习，掌握一定的阅读技巧，提高自己的阅读能力；三是通过教师在课堂上的适时引导，让学生拥有自我阅读的能力，从而对阅读产生兴趣，欣赏阅读之美。2. 学生分析：对九年级学生来说，部分学生已经有了一定的英语学习基础，并养成了良好的阅读习惯，所以我结合学生的实际情况，设置了相应的阅读任务，旨在进一步提高学生的阅读技能，相信学生在本节课的学习之后能在阅读上有新的突破。3. 教学重难点：1）教学重点：让学生能够用适当的时态叙述过去发生的事情，特别是意想不到的事件。2）教学难点：让学生明白一般过去时态和过去完成时态的区别，并能准确运用这两种时态叙述过去发生的事情。 三 教学方法：1探究式教学法：在教学中，营造轻松和谐的课堂氛围，激励学生分析问题、解决问题，主动在问题中探究，有利于激发学生学习英语的积极性、主动性，培养学生的创 新精神和实践能力。2任务型教学法：教师设计一个个小任务，让学生在“做中学，学中做”。四 教学辅助用品 课件、英语影音资料、练习试卷、奖品等五 教学过程Step 1: Warming up Play the song “You raise me up!” （课前暖场，通过一首正能量的英文歌引导学生进入英语课堂氛围）Step 2: Greeting Greet students and introduce the learning goals of this lesson. Unit 12 Section A 3a-3c （帮助学生明确本节课的学习任务和学习目标） Step 3: Revision Show pictures about Mary. Ask students to retell Marys bad day. Eg. By the time she got up, her mother had already gotten in the shower. （通过这个环节帮助学生复习上节课所学内容，并巩固过去完成时的运用）Step 4: Before-reading 1) Show a car accident to students. Present the words and sentences below. Eg. By the time Kevin got to the bus stop, the bus had already left. Then a car accident happened. Many people on the bus were dead. The bus was burning. It was unexpected. But Kevin was still alive.His bad luck had unexpectedly turned into a good thing.（通过新旧知识的过渡，呈现部分生词生句，为后边的阅读做铺垫） 2) Lets watch a video about the unexpected carefully. Try to remember what you have seen. What did you see in the video? A plane hit the World Trade Center on September 11, 2001. How were the buildings? They were burning. The black smoke rose above the two buildings. Many people stared at it in disbelief. This event happened many years ago. Now were lucky to live a peaceful life. I think we should value our lives. Because life is full of the unexpected.（用课件呈现了9.11事件发生当天的情景，密切结合了本篇课文的教学内容。音频和视频的播放，不仅丰富了课堂教学资源，也更加引发了学生的阅读兴趣。使阅读教学先声夺人，激发了学生进一步探索课文的好奇心。）Step 5 : While-reading 1) Activity 3a. Read the passage quickly and answer the two questions Which two events does the writer mention? How did the writer end up missing both events? （指导学生用正确的阅读方法进行阅读，了解文章大意，并回答相关问题） 2) Read it for the second time more slowly than before. Answer the questions below. What time did the writer arrive at the World Trade Center? Why didnt she go up? What did she fear? What happened? Write T of F for the statements below. She overslept. She caught the plane although she was late. She thought she was unlucky at first. The earthquake happened the next morning. （要求学生带着任务放慢速度阅读，进一步从细节方面理解文章，并针对文章中的两段文字，设计了不同的题目。多方位的考察了学生的理解能力和做题能力） 3) Ask them to challenge themselves by listening and filling the chart about the passage. Event 1When and WhereOn_, she arrived _ at around _. She_ go up when she decided to get a coffee from her favorite coffee place even though it was _ from her office.WhatAs she was waiting in line with other workers, she _. Before she could join the others outside to see what was going on, the first plane _ her office building. They _ at the black smoke rising above the burning building.HowShe felt _.Event 2When and WhereOn _ she realized that her alarm never went off. She jumped out of bed and went straight to _.WhatBy the time she got to the airport, her plane to New Zealand _. And the other planes were full so she had to wait till the next day. HowHer bad luck _.（在这一环节中设计了听读，让学生在前两遍的阅读基础上，从默读转化为听读，由读后回答问题转为在听的过程中进一步掌握细节并笔头完成阅读填表。该题型的设计使学生对阅读内容能从书面上进行掌握，更重要地体现了本单元的语法重点过去完成时，为读后活动中的造句练习打下伏笔）Step 6: After-reading Divide them into three groups , then have some competitions among them.1) Activity 3c. Retell one of the events to your partner. Use these words and phrases to help you. Eg. On September 11, 2011, I arrived at my (Students in the group who speak the most sentences will be the winners.) （让学生复述课文，在这个环节上通过分组竞赛的形式，有效地激励学生大胆开口，促使学生能把所学内容转化为自己的语言进行表情达意） 2) Activity 3b. Find words from the passage with opposite meanings to the words below. lost, west, below, dead, empty Make up new sentences with the opposite words from the passage. (Students in the group who make up the most sentences will be the winners.) （此项造词造句练习，让学生由语言的输入转化为语言的输出，脱离课文的束缚，让学生进一步灵活运用所学知识，以达到学以致用的目的）Step 7: Summarize and exercise 1) Summarize Words miss, unexpected, block, worker, above, burn, alive, till, west, stare, disbelief, take off Sentences 1. Life is full of the unexpected.2. By the time I got to the airport, my plane to New Zealand had already taken off. 3. Before I could join the others outside to see what was going on, the first plane had already hit my office building. 4. We stared in disbelief at the black smoke rising above the burning building. 5. I felt lucky to be alive.6. The other planes were full so I had to wait till the next day. （对本课内容做概括总结，使学生对本课所学内容做到心中有数，条理清晰）2) Exercises 1. 在我可以加入到外面的其他人中去看当时正在发生什么时，UFO已经着陆了. Before I could _, the UFO _.2. 当我到达机场的时候，我去北京的航班已经起飞了。 By the time _ , my plane to Beijing _.3. Why werent you there at that time? _ when I decided to get a coffee first. (我正准备要上去)4. What did the people around there do? They _ (排队等候）and _ （难以置信地盯着黑烟在燃烧的楼房上升起) （当堂检测学习效果，引导学生灵活运用所学知识，发现学习中存在的问题，并及时得以纠正和解决）Step 8: Affecti