英语人教版九年级全册Unit 4 Section B（2a-2f）.docx

No.23 教学设计所用教科书书名2014版人民教育出版社新目标 Go for it所教年级 九年级所教册次、单元Unit 4 I used to be afraid of the dark Section B（2a-2f）设计主题 阅读课 he studies harder than he used to1.Design Ideas & Theoretical Foundation In this class, the passage is about a students problems and how his parents help him to solve his problems, Its about love, love can solve all of the problems.I use a mind map to help my students analyze the passage, I choose problems as the main topic , ask students to read the passage and find out why did Li Wen used to have problems,what his problems are and how his parents help him.After reading, students can understand the main structure of the whole passage , I choose love as the key to solve the problems, students can make conclusion that understanding and communication are important, in this way , students can understand the passage, learn the reading strategies and receive the emotional education.2.Teaching BackgroundAnalysis of teaching content：In this unit, students learn the topic of what we have changed,they learned the sentence structure used to do in certain language environment. This passage is based on what they have learned before, it present a teenagers problems,and talks about his problems and changes, the passage also offer students a good example to understand and communicate with parents, While reading, students can gain some reading strategies. at the same time, the structure of the passage also help students learn how to use the target language used to in their daily life .Analysis of students situation：Students have learned the phrase used to, they need to learn how to use it in their daily life and gain some reading strategies. In their life,they may meet the same problems, so they will be interested in this lesson.3.Teaching objectivesKnowledge Objectives：1. Review the usage of used to; 2. Master the new expressions: be absent from, influence, boarding school, in person.Ability Objectives：Get students learn the reading strategy: 1.Guessing the meanings of new words by using the sentence context; 2. Analyzing the passage; 3. Catching the important information while reading.Emotional Objectives：Get students knows that communication and mutual understanding between them and their parents are important, encourage them to study hard to repay their parents.4.Teaching Importance & Teaching Difficulties Teaching Importance：1. Get students learn the important expressions: be absent from, influence, boarding school, in person;2. Train students reading skills: 1. Guessing the meanings of new words according to the context; 2. Catching the important information while reading; 3.Analyzing the passage and . Teaching Difficulties:1. Catching the important information while reading; 5.教学方法 The Task-based Method; The Communicative Teaching Method; The Cooperative Teaching Method. 6.Teaching ProcedureTeaching Period Teaching contentStudents activitiesTeachers activitiesDesign ideasWarming up Pictures;BrainstormTalk with teacher, think about their problems they might have.Talk with students, show pictures, ask students to think about problems.激活学生已有背景，引出本课主要话题problems Skimming The whole passageRead the passage quickly ,find out the general idea.Ask students to read the passage quickly, and find out the general idea.通过略读，学生对文章的大意有初步了解,引出思维导图的中心词problems.detailed ReadingPara.1Read para.1,find out why did Li Wen had problems.Ask students to read para.1 carefully,find out why did Li Wen had problems. 细节阅读本段的第一个问题目的是让学生找出李文出现问题的原因，以及父母外出打工后李文出现的第一个问题，引出思维导图的第一节分支“Why” Para.2Read Para.2,find out Li Wens problems and fill in the chartAsk students to read para.2, find out Li Wens problems引导学生细读第二段，找出思维导图第二条分支“what”,用填表格的方式引导学生抓住文段主要信息，培养学生获取关键信息的能力,Para.3-4Read para.3&4, find out Li Wens changesAsk students to read para.3&4, find out Li Wens changes学生通过填写表格，对李文改变前后的表现作了对比，培养了学生获取关键信息并分析对比信息的能力find out the key sentences.Ask students find out the sentences which explain how Li Wen solve his problems学生在思考李文如何解决问题的同时，也得出要和父母多沟通并理解父母的结论，培养学生获取关键信息的能力The whole passageRead the whole text, put the sentences A-D in the correct places. Ask students to read the whole passage and put the sentences A-D in the correct places. 学生在完成细节阅读后，对文段的信息有了充分的了解，在此基础上，将四个段落的关键句填入文中就变得容易了ScanningThe whole passagework in pairs, read the passage again,find out the sentences about parents love and underline themAsk students to work in pairs, read the passage again,find out the sentences about parents love and underline them引导学生寻读策略的同时，培养学生分析文章脉络，自主思考的能力，寻找李文父母的爱，为读后活动的情感升华做铺垫Post ReadingInterviewWork in groups, talk about their changes and how their parents helped them, make an interview Ask students to make an interview此活动旨在培养学生自我发现问题和与父母及时沟通并解决问题的能力，采访记录表按过去现在和父母如何帮助孩子三大结构作为框架，引导学生操练并巩固目标语言used to的用法；学生在输出、操练目标语言的同时，情感得到熏陶，本课最终情感目标得到升华Home WorkAsk students to write a letter to their parents在进行文章信息结构分析和目标语言操练