英语人教版七年级上册nit1 H.docx

人教版九年级Unit1 How can we become good learners?阅读课教学设计1、 教学材料本次课程授课年级为九年级，教材为人民教育出版社英语，2014年3月第1版第3页，Unit1 How can we become good learners?。本单元主题为“如何成为一个优秀的学习者”，本次课型为阅读课。 二、教学内容分析第一单元的reading部分是一个以时间顺序为主的记叙文，讲述了卫芬如何学习英语的故事，并由此引发了如何抓住兴趣点转变学习英语态度的思考。整个单元围绕着如何成为一个优秀的学习者展开，包含了许多学习英语的方法，值得学生的借鉴参考。同时，也通过卫芬英语学习的转变提示学生学习态度不是一成不变的，是可以改变的。课文中也呈现了by+动词ing形式的用法，复习巩固了上节课的内容。三、学情分析较之同龄学生，该班学生英语水平偏上，学习成绩较好。学习积极，乐于讨论和探索，对于英语学习有热情。（1）知识储备：学生经过上一Section的学习，已经初步了解by+动词ing形式的用法和一般过去时的用法，并接触了大量含有by+动词ing形式的句子，为本课时继续学习by+动词ing形式做了语言知识的铺垫。（2）能力水平：积累了一定的阅读技巧，但阅读时有效利用文章中各种细节支持自己的观点的意识仍不够强。（3）学习习惯和兴趣：平时上课态度认真，课后相互讨论。（4）学习困难：学生可以较易地理解句子与句子之间的关系，但在文章的整体结构、段落之间的结构的逻辑联系上，理解能力稍弱。四、教学目标1. 语言能力：（1）能够看懂、理解记叙文的行文结构；（2）能够通过阅读掌握文章所表达的价值观和by+动词ing的用法； （3）能够以短句或文段的形式表达自己对英语学习方式的意见。2. 思维品质：（1）能够从文章中的过渡词判断文章的行文结构，结合图表判断文章的体裁；（2）能够通过对比主人公前后学习态度的转变，发掘学习方式的多样性，利用有 效信息解决问题，从而训练学生的批判性思维。3. 文化品格：能够打破部分学生“学习方式转变不了”的思维定势，体会学习方式转变后带来的学习乐趣，了解到兴趣是最好的老师；并学习记叙文起因、经过、结果的思维过程，能够尝试对任务进行客观判断与综合提议。4. 学习能力：（1） 能够运用图表，对阅读材料进行加工，从而帮助其了解各种英语学习方式的特点和适用情况；（2） 能够通过自我思考、小组讨论对信息和不同需求作出配对和综合考虑，完成课后布置的小作文。五、教学重点、难点教学重点：掌握记叙文的行文结构，学习在口语和写作中使用。教学难点：归纳和判断所掌握的信息，并有效输出。六、教学设计理念新课标的重要方向之一便是发展思维能力。本课基于任务型教学法和情景教学法，通过对比、判断、评价等手段让学生在习得语篇知识的基础上，也发展学生的思维能力。同时，本课还通过一系列理解性问题，巧妙设问，构建认知冲突，发展学生的自主学习能力。本课基本落实在读前、读中、读后三大步骤上，具体落实在情景导入、比较和识别、归纳和判断、讨论和评价以及课后作业这五大环节上。七、教学过程Step 1: Lead in Activity 1: watching a short movie Process: Teacher plays a short movie about Toy Story. And then asks students to predict the topic according the title and the movie. Under the guidance of teacher, students discuss possible answers in pairs. Then teacher presents and leads into this articles topic.Aim: To arouse students interest in the topic of how to learn English.Step 2: Comparing and identifyingActivity 1: filling the blankProcess: After first reading, teacher ask students to comparing Wei Fens different attitudes of English class and filling the blank. Then check the answer and supporting details.Aim: To help students comparing two different attitude and to develop students ability to judge relevant information.Activity 2: Identifying genreProcess: Teacher ask students how this article is organized, and what the genre it is. Students can bring out their answers by teachers questioning. Then teacher give an instruction of time clues,such as “Last year”、“Then one day” and “ Now” to help students get the correct answernarration.Aim: To strengthen students ability to identify the genre using the time clues.Step 3: Concluding and judgingActivity 1: filling the mind map of the structureProcess: After a careful reading, teacher ask students to fill the mind map on the PPT. Students think about the question, and recognize which part of the passage is origin, which is bottom and which is result. Finally summarize the general idea together.Aim: To promote students understanding of logical relations between each part. Activity 2: matching gameProcess: Teacher ask students “How can Wei Fen learn English by watching English movies?”, then show the matching phrases to help students solve this problem. Students find details in the passage to support their answers.Aim: To develop students ability to judge relevant informationStep 4: Discussing and assessing Activity1: group discussion and assessmentProcess: Teacher offer a topic “If you have a friend, he has a problem in learning English, now he ask for your advice to help him learn English, please give him some advice.”, then students discuss this topic in 4 people a group and write down their advice. Teacher ask one student of each group to present their ideas, then invite one student to assess his/her ideas whether they are practical.Aim: To put what students have learned into practice and consolidate their understanding of learning， and to prepare them for the following homework.Step 5: HomeworkActivity1: writing a short reply letterProcess: Teacher ask students to write a short reply to the friends in Step4, and offer some useful expressions to help students finish this letter. Students can choose some advice they got in Step 4 and expressions to finish this homework according to his/her friend s actual situation.Aim: To consolidate what they have learned about choosing a proper way to learn English and