高霞初中英语教学案.doc

人教版九年级英语教学案课题： Unit 14 Hes already visited the place where his ancestors lived. 第 一 课时 2011 年 4 月 30 日 星期 六 单位 实验中学 备课人 高霞 教学目标：1、知识与技能：(1) Key vocabularies and the Present Perfect Tense. so far, thanks to, look forward to, government, southern, villager, purpose, strongly, step, ancestor, root, overseas, homeland (2)To improve Ss reading ability:Fast-Reading to get the main idea of the passage.Carful-Reading to get the detailed information of the massage.2、过程与方法：Understand the passage and build up the reading ability ;learning by doing and doing by learning3、情感态度与价值观：Make the Ss learn about our ancestors and enjoy our country.重 点： Make the Ss learn the key vocabularies and the Present Perfect Tense; Make them understand the passage.难 点：Make the Ss get the information from fast-reading and careful reading.教 法：Task-based teaching approach教 具：Multi-media课 型：New课 时：一课时教 学 过 程学 案教师活动学生活动设计意图一、课前准备1. 上网收寻“寻根夏令营”的图片和寻根感言的文章（或登录广东侨网），向同学介绍你的感受，讨论寻根的意义。（适合于家里有电脑的同学。）2. 询问你的父亲或祖父，了解并记录你的“family roots”以及有关你祖先的一些情况。3.二、课堂展示释疑leading-in Help Ss to learn the key vocabularies by introducing. ancestor overseas homeland root模块一 Before readingAsk Ss to discuss the following questions:1 Have you talked about your ancestors with your family? What have you talked about them?2 Do you think ancestors are important?模块二 While reading Task 1: Fast reading速读课文1.How many people have come back to China to look for their family roots?2.Where are they from ?Task 2: Careful reading细读课文（1）Read the passage carefully, then get the main idea of each paragraph.Para.1 A. Robert Qian has been back to his homelandPara.2 B. Cathy Qins idea about the trip.Para.3 C. The things they have done during t he two-week campPara.4 D. Something about the summer camp programPara.5 E. The purpose of the program（2）Read the passage carefully again, then choose the right answer.1). Robert has come to China .A. to have fun B. to look for his familys rootC. to study Chinese D. to make friends in China2). What do the students do during the camp?A. study Chinese culture B. see changers that have happened in that areaC. visit interesting sightsD. all the above 3)._is often the most exciting part of the trip.A .Visiting interesting sights B. Studying Chinese cultureC. Going to their ancestors villageD. Seeing changes that have happened in that area4). Which of the following sentences is NOT Right according to the passage?A. Robert Qian is from CanadaB. Most young overseas Chinese can speak ChineseC. In Search of Roots summer camp program is organized by the local government of GuangdongD. The students mainly visit parts of Guangdong province in Southern China.Task 3. Read up. 研读课文Read paragraph 2, then fill in the table.the name of the programbe organized bywhen to startnumbers to Chinaage Task 4: Read up. 研读课文Read paragraph 3 carefully then answer the question:What do they do in Guangdong?study _see _visit _experience _drink _go _ through _watch _Task 5: Read up. 研读课文 Read paragraph 4 and 5carefully then translate sentences, and fill in the blank.1.Thanks to In Search of Search of Roots ,I am beginning to understand my Chinese roots and who I am.2.I am looking forward to finding out more about my roots during my time here.3.I have really enjoyed the trip so far.Thanks to-的意思，相当于短语-例句-look forward to-的意思，to是-词后跟-词，例句-so far-的意思，常与-时态连用，例句-模块三 After reading 1 . 语篇梳理（1） Work on 3a. Fill in the blanks.n “In Search of _”has helped students like Robert Qian find out about their homeland.n Most overseas Chinese students in the program have _visited China before.n Cathy and Robert are still in China ,and they think the program _helpful to both of them.n The _part of the trip is going to the village.n Watching the villagers makes the students feel _.n Robert Qian _ in China.n The program_ in 1980.n This program_ Cathy Qin understand her roots better.（2）Work on 3b .Number the sentences(1-8)in the correct order according to the reading.2. 语言生成 SummaryRobert Qian - in China. “In Search of Roots” -students like Robert Qian find out about their homeland. The program - in 1980. Most overseas Chinese students in the program -China before. The - part of the trip is going to the village. Watching the villagers makes the students feel -.This program - Cathy Qin understand her roots better. Cathy and Robert -still in China, and they think the program - helpful to both of them.3. 拓展提升 ActivitySuppose Robert and Cathy have been back to China, to Weishan. They have visited some wonderful places and eaten delicious food in Weishan .You can ask them any questions you like.Have you visited ?Have you eaten? 三、 当堂达标检测（100分）Fill in the blanks.1. (Thank) to In Search of Roots, I am beginning to understand my Chinese roots.2.Im looking forward to ( hear ) from you.3.So far we (learn)about 2000 English words.4.He already (visit) the place where his ancestors lived.5. A: you (be) to Shanghai? B:Yes,I (go) there last year.四、Homework.1. Translate the phrases.（基础知识题）(1) so far （2）两周的宿营 （3）thanks to （4）期待；盼望 （5）believe in （6）有趣的景点 2. Imagine you are Robert Qian or Cathy Qin. After returning from China, you write a reportAbout In Search of Roots. 注意使用现在完成时、过去式和一般现在时等时态。（能力提升题）一、Get ready to do something for students, especially for students who dont have computers at home.Think it over how to deal with some problems during the class . 二、导入新课。播放歌曲故乡的云Have you ever heard this song ? It is sung by Fei Xiang. FeiXiang is an ancestor. He is an overseas Chinese. He has been back to our homeland to look for his root .Hes already visited the place where his ancestors lived . （板书课题）（由多媒体出示新单词）模块一 读前讨论Do you love your ancestor s? Have you learnt something about your ancestors? Ask Ss to discuss something about their ancestors.（由多媒体出示讨论的两个问题）模块二1、速读课文。Finish Task 1.Read the passage as quickly as you can, then guide them to answer two questions.(注意学习策略的指导。) Reading strategy:While you are reading, if you just want to find out some information,read it as quickly as you can.2细读课文。Finish Task 2、3. Reading strategy:If you want to learn about some details, read as quickly as you can to find outkey information.（1）Lets read the passage carefully, get the main idea of each paragraph, then match the line.（2）Lets read the passage carefully again, then choose the right answer.3、研读课文Lets read up the key paragraphs in the group, then complete Task3,4,5.（由多媒体逐步出示Task 3,4.5.）Move around the class and give helps as the students needed.Give students the correct judgements.（1）Please read Para.2 carefully,then fill in the table. Write down your answers in the studying papers.After checking the answer , lets try to retell this paragraph according to the table.（2）Please read Para.3 carefully,then answer the question.After checking the answer ,lets try to retell this paragraph together according to the phrases mentioned.（3）Please read Para. 4 and 5 carefully, then translate sentences as quickly as possible , then fill in the blanks.You can discuss these questions in the group. you can help each other to solve them.Move around the class and give helps as the students needed.模块三 读后巩固1 .Do you understand the passage? If you understand the passage, please fill in the table, then number the sentences(1-8)in the correct order according to the reading. Help students to solve the difficulty.Move around the class and give helps as the students needed.2.复述语篇Lets try to retell the whole passage according to the sentences mentioned.（由多媒体出示Summary.）Guide students to retell the passage .3.Suppose Robert and Cathy have been back to China, to Weishan. They have visited some wonderful places and eaten delicious food in Weishan. You can ask them any questions you like.Judge the best group.Move around the class and give helps as the students needed.三、Please do the exercises as carefully as you can .Move around the class and give helps as the students needed.四、Correct students homework carefully . 教师寄语：WE ARE PROUD OF OUR HOMELAND.BELIVE IN YOURSELF. IF YOU CAN, YOU CAN.一Get ready to do something for class, Surf the Internet about “looking for family roots ” or talk about ancestors with parents or grandparents.二、Enjoy the beautifulmusic , answer thequestions. Andlearn new words .读前讨论Discuss somethingabout theirancestors in the group. 1.Finish Task 1. Read the passage quickly and find theanswers.2. Finish Task 2、3.（1）Read the passage carefully, then match the line .（2）Read the passage carefully, then choose the right answer.3. Read up the key paragraphs in the group, then complete Task3,4,5.Disscuss their questions in thegroup.（1）Read Para.2carefully, then fill inthe table. Write down answers inthe studying papers, then try to retellthis paragraph according to the table.（2）Read Para.3 carefully, then answer the question. Then try to retell this paragraph togetheraccording to the Phrases mentioned.（3）Read Para. 4 and 5 carefully, then translate sentences as quickly as possible , then fill in the blanks.Discuss these questions in the group.1 . Read loudly. （小组内自主疏通文意，合作解决疑难。）Discuss thesequestions in the group or among the groups. Help each other to solve them.Judge othersanswers.2.Retell the whole passage according to the sentences mentioned.(从整体把握，到重点处理，再到整体升华（总-分-总）的语篇学习。)3.Choose two students to be as Robert and Cathy.Prepare questions as many as possible that they will ask Robert and Cathy. 三、Do the exercises as carefully as possible.四、Finish the homework after class.一此设计让学生提前预习是为了培养学生养成良好的自主学习、合作探究的学习习惯，也为本节课的有关“寻根问祖”学习做好了铺垫。二、播放这首思乡的乐曲.创设情景激发学生学习的兴趣并由此引出新词，提前处理，扫清阅读障碍。单词分散处理，降低难度。读前讨论.此设计让学生提前感知语篇涉及到的“寻根问祖”。 1.此环节设计了第一个任务。意在整体感知内容大意。培养他们整体阅读能力,切实抓好基础。-感知教学重点。2.（1）此环节设计了段落大意连线该任务。意在从整体感性认知到分块理性认知语篇内容。给出段落大意再连线，要比写出段落大意容易得多，降底了难度，激发了学生学习语篇的兴趣。（2）、此环节设计了单项选择该任务意在引导学生注重细节，把握全文，涉及的题型也紧扣中考所占分值比较重的题型-选择题。-落实教学重点。3.此环节设计了任务3,4,5意在引导学生从整体把握文章到重点段落的理解突破，并掌握三个重要知识点，从而更进一步理解文章 。设计的题型应避免单一性。（1）此环节的设计引导学生通过填表的形式读懂重点段落，通过填表抓住关键词；根据表格复述段落，降低了难度，更易激起学生的兴趣。学生在完成表格时可学到新词government 。分散处理单词降低难度，化整为零（2）此环节的设计引导学生通过补全动词短语回答问题的形式读懂重点段落，清晰明了；根据动词短语一起复述段落，降低了难度，激起学习的兴趣。（3）此环节设计意在利用初中生好胜的心理，激起他们思考的激情。同时进行重要知识点的学习。在竞赛氛围里增长知识，增强语言应用能力。-突破教学难点。1 .此环节的设计引导学生更进一步整体进一步理解语篇。-强化教学重点。2.此环节的设计培养学生的口语表达能力和概括能力。锻炼学生抓住课文关键语句的能力。重在语感培养和本单元重要语法的应用。3.此环节的设计意在进一步培养学生的口语表达能力，并引导他们用上本单元的目标语言现在完成时态的应用，但并不作限制，鼓励他们开放性思维，发散性表达。三、此环节的设计用来检查对本节课所学知识的掌握。其结果是一节课是否成功的标尺。少而精，紧扣考点，贴近中考。四、此项作业的设计遵循分层次教学法的理念，根据学生的个体差异分层次布置作业。意在培养学生的学习兴趣，更有利于把课堂上知识课下生成。此项环节的设计意在教育学生热爱我们的家乡，热爱我们的祖国；不论做甚么事情，都要充满信心！板书设计： Unit 14 Hes already visited the place where his ancestors lived.ancestorthanks to overseas so farhomeland look forward to doing root 教学反思：本节课是一篇有关寻根问祖的大阅读，难度较大，且趣味性不强。所以，就以“总-分-总”阅读语篇，理解语篇为教学主线，精心设计一个一个环环相扣的，降低难度的小任务引导学生进行探究学习，相互合作，完成学习任务。首先，本节课能够引导学生运用自主、合作、探究的学习方式来学习。本节课的三大模块中，学生始终是主动学习，教师只是组织、引导、点拨。学生自己读，自己解决问题，较好的完成了任务。其次，用“读”贯穿始终。“读”是语篇学习的基本手段和方法，但是，这个“读”决不是盲目的、机械的读，而是要指导学生整体把握，详略得当，重点突出。让学生在读的过程中，加以学习方法的指导，养成自主学习的习惯。本节课所设计的 Before reading -While reading-After reading 三个模块，先整体感知，重点处理，再提升全文的理解。从课堂效果来看，若再指导学做阅读题的技巧，备战中考，可能学习效率会更高些。学 案教师活动学生活动设计意图课后练习精编（100分）Complete the words according to the sentence.（基础知识题 40分）1. No matter how s_the wind was blowing, it wouldnt stop him from going to work on time .2.Guangdong Province is S China.3.Every local (政府)is carrying out family planning policy.4.The (目的)of the books is to tell the students how to learn English.5.She stood up and moved a (步)towards me.Complete the following English sentences according to the Chinese。（基础知识题 40分）1.由于绿色长城，土地生产了更多的农作物。 (由于)the Great Green Wall, the land produces more crops.2.人人都盼望学好英语。Everyone is English well.3.海外年轻华人观看他们做日常生活。The young overseas Chinese watch them .4.大部分年轻人以前从来没有来过中国。Most young people China before.5.你曾经回到过祖先居住的地方吗？Have you been to the place ？.阅读短文回答问题。（能力提升题 20分 选做题）Lien Chan was born in Xian,Shanxi Province,China,as the only child of Lien Chen-tung and Chao Lan-kun.His grandfather,Lien Heng,was the writer of The G