英语人教版九年级全册Unit 8 Section B (2a-2e).doc

网上“晒课”教学设计“晒课”教师林敏科目英语课题Unit 8 Section B (2a-2e)Stonehenge-Can Anyone Explain Why It Is There?计划“晒课”时间5.31一、教材说明1、教材分析 这是一篇关于巨石阵的说明文。阅读语篇涉及英国文化，还涉及一些含有连接词的复杂句子，需要引导学生在上下文语境中体会语言表达的确切含义，找出巨石阵的神秘之处，以及文中对巨石阵用处的各项推测。同时培养学生对事物的探索精神。 2、 教材处理 本节课的教学将以谈论英国巨石阵为话题展开，学生通过观看视频，略读、精读文章，了解连接词的运用，更好理解文章句子间的逻辑关系。重点理解巨石阵的神秘之处，以及文中对巨石阵用处的各项推测，学习情态动词表推测的用法，并能够运用所学语言知识讨论世界上还有哪些类似巨石阵这样神秘的地方，它们为什么神秘以及对于这些地方了解多少等问题。 2、 学情分析进入初三第二学期后，学生参差不齐的情况更加明显。优等生基础扎实，但仍缺乏综合运用能力；中等生知识掌握不透彻，遗忘率高，缺乏准确使用所学知识解题的能力；学困生基础差，急需补救，所以他们都需要加强阅读文章，获取信息的训练。3、 教学目标1. Knowledge aims: (1)To enable the students to understand and master some words, phrases and sentence patterns ; (2). To learn some information about Stonehenge.2 Ability aims: (1) To strengthen the reading skills like predicting, skimming, scanning and careful reading;(2) To improve the students organizing and using skills of English as the second language 3 Emotional aims: (1)To encourage students to participate in some meaningful activities and communicate with others so that they can get along well with each other; (2) To develop students sense of cooperative learning.4、 重点难点1. Teaching key points (1.) To help the students get a general idea of the whole passage, and some detailed information and language points as well. (2.) To understand the structure of the passage.2. Teaching difficult points (1.)The students use their own words to express their own ideas. (2.)How to help students develop their own learning strategies5、 教学准备 Multi-media system六、教法、学法1. Communicative Language Teaching 2. Task-based Language Teaching 3. Computer Assisted Language Teaching 7、 教学过程 Part One: Pre-reading (5minutes) Step1:Presentation : Show learning goals on the PowerPoint Purpose: to let the Ss know the tasks and aims in advance Step2: Lead in: Enjoy a video about Stonehenge and show some pictures about Stonehenge. Purpose: to arouse students interest, introduce the topic and let Ss know some background about Stonehenge. Part Two: While-reading(28 minutes) In While-reading , I adopt the top-down reading model. This step is divided into 3 parts: prediction, fast reading and careful reading. 1)Prediction:If you are asked to write an article(文章）about a place, what will you write about it?WhereWhen StonehengeWhoLook at the title “Stonehenge-Can Anyone Explain Why It Is There ”.How do you understand the title?Purpose: to develop the habit of predicting before reading2) Fast reading Task 1:Skim to find out the main ideaTell the students: The theme(主题)of an article often comes in the first paragraph, usually at the first or last sentence. Purpose: To help students develop the skill of skimming rapidly just to get a very general impression. Task2: Scan para2,3 to find out: 1. How many ideas about what Stonehenge was used for are mentioned in the text? Task3Scan para4 to find out: 1. How was Stonehenge built? 2. Who built Stonehenge ?Task4:To get the structure of the passage: Purpose: To help students develop the skill of getting the structure of the passage 3)Careful reading Task1: Read Part.1 How many people visit Stonehenge every year? Why do so many people want to visit it?Task2:Read Part 2 carefully and describe the ideas.Ideas about what Stonehenge was used for description Historians believed.was.where. tried to.with the gods. Another popular idea is.might . The. were.in.,on.,the o the. Others believe.have.They think. while. as you.,you.the.from . Some think it might be.,or a place to.ancestors. others think it was .to. a.over. Purpose:To get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details.Task3: Read Part.3 Do we build another Stonehenge? Why? What can we learn from ancient people? Purpose:To strengthen the moral education, which is to meet the needs of the New Curriculum Standards of English.4)Language appreciation : Translate: 1. For many years, historians believe Stonehenge was a temple where ancient leaders tried to communicated with the gods. 2. No one is sure what Stonehenge was used for, but most agree that the position of the stone must be for a special purpose. 3. we do know they must have been hardworking-and great planners! Purpose:To let Ss accumulate some language points.Part three:Post-reading ( 10 minutes)Learning for use: Make a dialogue.假如你是一名导游，你和游客之间进行了有关Stonehenge的对话.Guide:Welcome to Stonehenge. I am honored to introduce it to you.Visitor A: Could you tell me when it was built?Guide: .Visitor B: . Purpose: 1.Enable the students to put the expressions in this passage into practice. It is a process of language output, which can help the renewal of the language. This exactly accords with the standard of high school curriculum, which advocates promoting students thinking and expressing abilities in English. 2.Help Students form their own judgment . At the same time, students can learn to be cooperative. Part4: Question Time and homework( 2minutes) Ill leave the last 2 minutes for the students to ask questions. Its another chance for them to study autonomously. The homework : Add more information and finish your own passage of Stonehenge after class. Purpose: 1.According to the basic teaching theory from Robert Mills Gagn: “Every student is unique, every student wants to play a role in the class.” I have to try my best to make my class as lively and interesting as possible. Then all my students could find their positions in my les