英语人教版九年级全册Unit 9 Section B Reading .docx

Teaching Design of I like music that I can dance to.2a-2e Section B, Unit 9 of Grade 9, Go for It一背景介绍1. 授课时间：2016年4月2. 授课地点：成都xx学校 3. 教学对象：初三4班51人二教学目标1. 语言知识目标 1）学会以下新单词，能够正确发音并理解其含义：reflect, lifetime, pity, master, recall, perform, in total.2）掌握本课出现的新单词sense, sadness, pain, moving, wounds, praise, 能使用新单词谈论和评价对音乐家，音乐以及乐器的看法。3)理解并进一步掌握本课的目标语言用定语从句，就对音乐家，音乐以及乐器的喜好进行表达：The piece that/which ; The musician that/who 2. 语言技能目标1）能读懂并理解关于谈论阿炳的短文，抓住“阿炳的经历”“阿炳的成就”等关键信息。2）学生能根据上下文语境，猜测文段中的个别生词。3）能通过细读文段，梳理细节，构建文章框架结构，并根据结构分析中心句与细节支撑句之间的关系，从而为写作做好铺垫。4）在教师引导下能搭建初步的写作框架，正确使用中心句和细节支撑句。3. 情感态度目标1）学会用恰当的方式表达个人心情，能够描述喜爱人物。2）能用定语从句表达自己的喜好， 并能对自己喜爱的音乐，音乐家，乐器等进行描述。3) 当他人有不同观点时能保持友好的态度，理解他人情感。4. 学习策略目标1）通过任务驱动，学生能上网搜索音乐，音乐家，乐器的相关资料，并与同伴分享交流。2）学生能借助表格，从文段中获取关键信息，理清细节的逻辑顺序，搭建写作框架。5. 文化意识目标1）通过谈论不同的音乐，音乐家，乐器等，增强获取信息的能力，进而学会与他人交流。2）通过谈论不同的音乐，音乐家，乐器等，了解事物多样性，逐步形成思辨能力和客观辩证的价值取向。 三学情分析1教学内容本课选自Go for it!教材九年级的9单元第4课时。该教材遵循任务型教学法流派的基本观点，以功能话题为主线安排语言材料。教学内容是2a-2e语篇阅读与仿写。学生通过前面三个课时的学习，已经学会了用定语从句谈论不同的事物的特征。本课时通过语篇阅读训练，学会谈论不同的音乐，音乐家，乐器等，并给出相关原因的话题，并开展读写训练，为下一步迁移到用定语从句谈论更多事物做好铺垫。2学生情况九年级学生大多好奇心强，尤其对谈论音乐这一话题充满浓厚兴趣。本课教学的对象是初三学生（以中等生为主），他们学习英语有较强的记忆力和模仿能力，有较强的求知欲和表现欲，但部分学生存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此我在教学活动中尽量让这部分学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感；有一些学习困难生由于基础薄弱，缺少丰富的语言基础，对某些任务的完成有一定的难度，教师可采取小组奖励的办法，通过学生间的合作学习，促进小组成员之间的互帮互学，鼓励小组中的优秀成员主动帮助学习困难生，培养学生的团队意识。提高他们综合运用语言的能力，让他们都能体验到成功的喜悦，使各层次的学生都有所收获。3教学条件教师本人对任务型语言教学操作模式有一定尝试，善于设计安排、组织开展任务型活动。语言能力较强，语音语调标准。本校拥有多媒体教学设备，教师也能熟练地使用多媒体教学技术，因此本节课可使用多媒体辅助教学。四教学重难点1教学重点：理解文段大意，获取关键信息，用表格分析突出重点。2教学难点：理清文段结构，搭建写作框架，用表格分析突破难点。五课型及教学方法该课为读写课，侧重读写技能训练。本课遵循任务型语言教学途径，以教师主导设计任务安排活动，学生主体参与活动完成任务，师生共同达成教学目标为主线，通过三个任务，开展warming upskimmingscanningpre-writingwriting一系列听说读写语言实践活动，采用讨论法、归纳法、演绎法，借助表格图示，帮助学生获取读写策略，形成逻辑严密的有序思维，充分体现了读写课型的特征。六教学辅助手段 多媒体辅助课件；黑板；粉笔；海报纸；彩色笔七教学任务及活动任务名称实施活动意图任务1:How much do you know about Chinese music, musicians or instruments?1. 课前分类收集信息2. 小组分享3. 反馈信息开展六人小组的课前调查收集活动。其目的是：1激发兴趣，帮助同学快速进入学习状态。2小组分享，汇总学生网络收集的资料。3反馈学生网络收集的资料，教师掌握学生的信息量储备。任务2:How can we make a poster?1. 读前：用艺术节图片引入文章主题，让学生有做海报的任务驱动。2. 读中：（1）观察图片，找出文章主题。（2）快速阅读文章，找出每段文字介绍的大意。（3）细读文章，找出文中的细节，利用表格理清中心句与细节句的关系。3. 读后：根据本节课所学方法完成海报的制作。1.Pre-reading:能正确识图，理解本堂课所谈论的主题，激活学生的背景知识，为阅读活动做铺垫。2.While-reading:读取大意、学习单词与分析文章结构。3.Post-reading:通过表格梳理细节，认清结构，归纳总结，评估和检测语篇掌握情况，同时逐步形成思辨能力。任务3：Lets make a poster together!1. 让学生根据课前收集的信息，结合自己的喜好，运用本节课的写作方式。2. 模仿写作。1.读后能学会根据范例，结合自身实际，能够运用定语从句完整地表达自己对音乐，音乐家和乐器的喜好。2.学生学会搭建文章写作框架，学会使用中心句和细节支撑句，以此形成有序思维。八教学过程(课前导学+课堂活动)Task OneHow much do you know about Chinese music, musicians or instruments?(Task before class)StepsTimeInteraction PatternsSkillsTeachers ActivitiesStudents ActivitiesStep1:Collect and share information before class.Step2:Hand in the answer sheet next day.Whole classWhole classCollectingSharing ReadingSpeaking(PPT 1)T: Now class, I have good news for you. Do you want to know?T: Well have an art festival. What should we do in the festival?(PPT 2)T: Our task is to introduce Chinese traditional music. Do you know something about it?T: What can we do to introduce Chinese traditional music? We can make a poster.(PPT 3-6)T: How to make a poster? First, we should learn how to make it? After class, six students in a group, collect the information. Group 1-3 collect the information about Chinese music. Group 4-6 collect the information about Chinese musicians. Group 7-9 collect the information about Chinese instruments. Then share with your partners.(PPT 7)The teacher knows the stores of knowledge.Ss: Yes!Ss: We dont know.S1: A little.S2: I dont know.S3: Maybe.Students listen to the teacher and think about the questions.Listening and Reflecting.Sharing 活动意图: 1.引入艺术节话题，让学生有任务驱动。2.激发学生收集调查的兴趣，明确收集内容。目标达成: 1.课外活动激发学生收集归纳整理的能力；2.用任务调动学生主动学习。Task TwoHow can we make a poster?(Task in class)StepsTimeInteraction PatternsSkillsTeachers ActivitiesStudents Activities1.1 Pre-reading: Brainstorming1.2Discussion 2. Learn to make a poster.(picture)3. Learn to make a poster.(content)First paragraphSecond paragraphThird paragraphConclusion2 min3 min2 min5 min5 min5 min2 minOpen classWhole classWhole classIndividual workIndividual workIndividual workGroup workListeningSpeakingSpeakingListening Sharing Speaking Listening AnalyzingGuessing Reading Analyzing Reading Analyzing Reading Analyzing Discussing Co-operating(PPT 8)T: Class, yesterday I had a task for you, do you remember it?T: How much do you know about them? (PPT 9)T: We should make a poster in the art festival.Lets see how to make our poster. Discuss in groups.T: Have you found the steps?T: First, we need a title. Then, we can put the information we like on the poster. At last, we need a picture. Do you think so?(PPT10)T: Oh, lets learn to make a poster. Lets open the books, and learn it. First, about the picture.T: What can you see in the picture?T: Whats in his hand?T： Whats in the sky?T：Can you guess who he is? How about his music?T: So today our topic is?(PPT11)T: And lets learn what we can write? (PPT12)T: Read the first paragraph and finish the first line of the table in 2c.(PPT13)T: Lets check your answers. What is the main idea of paragraph 1?T: Where can we know he was moved?T: Yes, these sentences are the writers opinions to express he was moved. We can know the opinions from?T：These words can often help us to express our opinions. What did the first part say?(PPT14)T：Lets see what the second and the third paragraph is talking about. Do it by yourself.T: Times up! How about Abings life! T: Where can we know his life was hard?T: Yes, these sentences are Abings experiences to express his life were hard. We can call them the facts. We can know the facts from? T：These words can often help us to express facts. So this part we say?(PPT15)T: Thats right. How about the last one?T: Where can we know? T: Wow, all the answers are right. The part is talking about Abings achievements. Which words to describe them?T：These words can help us to know which the achievements are.(PPT16)T: Now times up. Ill give you 1 minute to check your answers.(PPT17)T: Now, discuss with your partner, what can we write about Abing on the poster?Ss: Yes, collect the information about music, musicians and instruments.(Students talk about their information in class quickly.)(Listening and thinking.)Discuss in groups.S1: S2: S3: Listen to the teacher.Ss: Yes.Students open the book, Page 70. Look at the picture in the passage.S1: A man.S2: erhu.S3: Moon.S4: Abing and Erquan Yingyue.Ss: Abing and Erquan Yingyue.Ss: OK!Listen to the teacher and look at the passage.Listen to the teacher and look at the first paragraph and finish the first line of the table in 2c.S1: I was moved by a piece of music named Erquan Yingyue.S2: S3: S4: S5:S1: S2: S3: S4:Listen to teacher and reflect.Ss: Background.Listen to the teacher and do the second and third part themselves.S1: Abing lived a very hard life.S2: S3: S4: S5:S1: S2: S3: S4:Ss: Abings experiences.Ss: Abings musical skills made him very popular.S1: S2: S3: S4:S5:S6: S7: Students listen and reflect.Students listen and reflect.Students discuss and conclude the contents and the way to write information.活动意图: 1. 读前：很自然从教师谈论艺术节过渡到做海报的任务上，激发起学生想要学习做海报的兴趣,也让学生了任务驱动。2. 读中：（1）通过观察图片，学生通过关键信息找文章主要话题，老师引导学生通过图片猜大意。（2）通过快速阅读文章，找出每段的中心句。引导学生通过快速阅读获取每段主要内容，以便理清文章框架。（3）通过再次细读文章，在教师巧妙设问的表格填空中找出文中的细节，尤其对概括、归纳性词汇如moved和hard这两个词的设置，锻炼学生语义概括的能力，更能训练学生的思维能力。（4）通过对文章中心句和细节句的分析，理清写作方法。3. 读后：根据文章脉络梳理每段中句与句的关系：Opinions, facts, examples帮助学生梳理文章细节，形成写作框架。目标达成: 1.Pre-reading:激活学生的背景知识，为下一步阅读活动做铺垫。2.While-reading:训练学生读取文章大意、学习单词与结构、概括归纳要点内容的能力。3.Post-reading:通过表格梳理细节，认清结构，最终明白作者行文套路。学会在表达不同的观点时使用不同的细节阐述。TaskThreeLets make a poster together!(Task in class)StepsTimeInteraction PatternsSkillsTeachers ActivitiesStudents ActivitiesPost readingShow time2 min8 min6 minWhole classGroup workIndividual workListeningSpeakingConcluding Writing Co-operatingingSpeaking listening(PPT 19)T：Now class, are you ready to make a poster?T: Lets summarize. T: Lets see the contents. How about music?T: Lets see the contents. How about musicians?T: Lets see the contents. How about instruments?T: You can write any topic you like and at last youd better add some pictures.(PPT20)T: OK. Students in groups, make your own poster!(PPT21)T: Its your turn to show your poster. (PPT22)T: What did this group write?T: How did they write? What sentences can they use to support the main idea?(PPT23)T: What did this group write?T: How did they write? What sentences can they use to support the main idea?(PPT24)T: What did this group write?T: How did they write? What sentences can they use to support the main idea?(PPT25)T: Now, well done. After learning, we know that how to make a poster, so here is your homework.(PPT26)T: Thats all for today! Goodbye, students.S1: Title.S2: words.S3: pictures.S1: S2: S3:S1Ss: Music.Ss: FactsSs: Instrument, guqin.Ss: Examples.Ss: Musician.Ss: Facts.Ss: Bye-bye!活动意图: 1.学生根据短文信息，结合自己的喜好，重新激活头脑信息，回忆表格信息，形成写作框架，为写作练习做好铺垫。3. 模仿文章的写作框架，完成写作。目标达成: 1.读后能学会根据范例，结合自身实际，能够运用定语从句完整地表达自己对音乐、音乐家和乐器的喜好，通过小组合作，学会理解他人，在讨论中获取信息。2.学生学会搭建文章写作框架，学会使用中心句和细节支撑句，以此形成有序思维。Task out of class: 1.finish 2e on page 71;2. make your poster in groups.Lay-out-of the BlackboardUnit 9 What do you feel like watching today?1. I was moved by Erquan Yingyue. Opinions sadness, pain sense2. Abing lived a very hard life. Facts homeless died, developed 3. Abings musical skills made him very Examples over 600 piecespopular. Praise one of Chinas treasure九课后反思这是初三的一篇阅读课，阅读教学是英语教学中的重中之重，却也是老师备课的难题。总所周知“阅读最终是为写作服务的”（Reading is for writing），这句话让我感触很多。曾经我的阅读课多数时候只有学生阅读，没有学生写的训练，有时甚至没有说的训练。可英语课堂教学是培养学生的听、说、读、写能力的最主要重地，缺乏这四种能力培养的课堂教学就不是成功的课堂。因此结合这一理念，本课在设计时我使用了任务型语言教学的模式和理念也正如英语课程标准总目标所指出的学生通过义务教育阶段学习应该促进学生综合语言运用能力的形成和发展。带着这样的理念的引领，我认真进行了教材分析，这节课是本单元的第四课时。在前几课时，多数学生已经学会了用that引导的定语从句，了解不同音乐的特点表述和who 引导的定语从句，对人物的表述更加完整，并拓展运用定语从句在日常交际中人们谈论音乐和电影的喜爱的表达。因此在贯穿本课的Section B (2a-2e)的阅读训练目标的基础上进行主线设计。本课的主线是谈论喜爱的音乐，音乐家和乐器。学生通过参与教师所设计的3个任务能够更熟练地使用定语从句来表达自己的喜好。本课通过一个个层层推进的任务创设出真实的语境，并能激发出学生对学习任务充满兴趣，学习热情高涨，积极参与活动中，学习效果更好。多数学生饶有兴趣地熟练地使用目标语言来和老师、朋友们共同完成任务。整个课堂学生参与面广，课堂氛围活跃，目标完成较好，经过自我认真反思现把本课做得较好的几点与大家分享。（一）、在教学过程中，我努力贯彻以学生为主体的教学新理念，注意调动学生的学习积极性和主动参与的热情，设计的活动符合学生的年龄特点，鼓励和引导学生积极发言。力求使各个活动环环相扣，以符合学生的思维特点和认知水平。总所周知，老师在每节课中既担任导演、演员还有主持人的角色，因此在课堂上机智的教学，环节灵活巧妙过渡对每个英语老师应该具备的个人素质。在上课开始时，我通过课前导入的艺术节与同学谈论传统音乐来引入本课主题，大多数学生被吸引住并自然而然地开始讨论各自的不同爱好。运用这一些任务活动能帮助学生在真实的语境下学习新单词和句型。并且能更好