Unit 2 Reading1 教学设计 九年级下册

Unit2GreatpeopleReadingI教学设计[课题]牛津英语9年级下Unit2Reading（1）[教材分析]本单元以“Greatpeople”为话题，让学生们了解一些为人类社会做出杰出贡献的伟人，他们不以外表博得短暂的崇拜，而是通过锲而不舍地对科学的贡献、对人类社会无私的奉献，或者在某一领域取得卓越成就而为世人敬仰，引领我们青少年树立正确人生观、世界观和价值观。[学情分析]九年级下学期的学生处于中考冲刺阶段，学习压力倍增，需要在人生关键节点让他们明白努力进取的精神和无私奉献的勇气是照亮未来美好生活的灯塔，无论现在的学习处于什么位置，坚持和努力定能让青春无悔。[目标预设]知识与能力：1.TolearnwhatBiographyis.2.TolearnandunderstandthelifeandexperienceofNeilArmstrong.3.Togathertheusefulinformationtocompletethepractice.过程与方法：1.ScenepedagogyandTeachingwithhumor.2.Getthestudentstomastertherightwaytogetimportantinformation.情感态度与价值观：Tousethespiritoftheheroinexpressingthepositivethoughtsandfeelings.[重点、难点]Unit2单元Reading部分,我们要让学生接触纪传体文章，掌握对人和事物描述的说法和本文中的重点词汇，再训练学生如何从阅读文章中提取重要信息。[设计思路与理念]对于本节课是我们整个单元的重点和难点，我们采取小组合作加分段阅读的方式让学生更好地掌握新内容。学生讨论并得到正确的段落后，让学生根据时间或事件发展的进程进行阅读，找关键词语，结合教材，把事件串联起来，在降低难度的同时又培养了学生良好的阅读习惯。教学过程中，用问题引领学生去有目的地去阅读文章。为了深入了解文章，让学生根据教材25页问题的回答，从答案中概括文章中心内容和主旨大意。[教学方法]合作探讨，将Pre-reading,While-reading和After-reading结合起来，有效阅读[教学过程]Step1Leadin师生展开交流Presentsomepictures.T:Whatcanyousee?S:T:Anaircraftisspinningintothespacewithanastronaut.Doyouwanttobeanastronaut?Ifyouwanttobeanastronaut,youshouldgetanlicencefirst,canyougetadriver’slicencenow?Whynot?S:T:Yes,acitizenwhoisover18yearsoldcantakethetesttohaveadrivinglicence.T:NeilArmstrongisoneofthegreatestastronautsfromtheUSA.Hewasthefirstmantowalkonthemoon.Let’sreadanarticleabouthim.设计意图：通过流浪地球图片引领学生进入文本生词的介绍，直观感受，减少词阻碍，为学习新课坐铺垫。

Step2PresentationDiscussionTalkwithyourpartneraboutB1onpage24,ifyoudon’tknownthemeaningoftheword,youcanreadthesentenceinthetexttohelpyou.Checkanswersonebyonetomakesurethestudentscanunderstandthemall.Let’sreadparagraph1and2,discusswithyourpartnerandtrytoanswersomequestions.1）WhenwasArmstrongbornon?(OnAugust1930)2）In1936,whatdidhebecomeinterestedin?(Flying)3）Whattimedidhereceivehisstudent’spilotslicence?(In1946/Hewas16)4)Howolddidhejointhenavy?(19yearsold)5)Whendidhebecomeatestpilot?(In1955)设计意图：了解阿姆斯特朗在成为宇航员之前的生平，从出生到试飞员，需要结合板书，以时间为序进行列表。引导学生们去根据时间节点记忆人物的重要活动。T:In1962,Armstrongwaschosentobecomean...S:Astronaut.T:Yes,youareright.From1955to1962,hespentsevenyearsintrainingtobeanastronaut,andthenhewas32yearsold,soitisnevertoooldtolearn.Now,boysandgirls,pleasereadparagraph3,4and5carefully,andtrytofilltheblankets:In1962,Armstrongwas(1)c________tobeanastronaut.In1966,hewentintospaceas(2)c____pilotofGemini8.However,the(3)f________wascutshortbecauseofsomeunexpectedsituation.HebroughtthespacecraftintowesternPacificOcean(4)s__________.On20(5)J_______1969,ArmstrongbecamethefirstpersontowalkontheMoon.(6)T_______withBuzzAldrin,he(7)m_____tolandthe(8)s_________Apollo11ontheMoon.Itwasonesmallstepforman,one(9)g_____leapformankind.They(10)c________manyMoonrocksforfurther(11)r_________.Whentheyreturned,thewholeworldwaswaitingto(12)g________them.Afterallthestudentsfinish,askoneofthemtoreadthepassageandchecktheanswerstogether.(1chosen2command3flight4successfully5July6Together7managed8space9giant10collected11research12greet)5.CompleteB2part.DiscussthetimelinewithgroupmemberstoreviewthestoryofArmstrong.设计意图：3、4、5段是阿姆斯特朗成为宇航员，处理突发事件并成功登月的文本核心，让学生体会任何人的成功都是付出了常人无法承担的艰辛和努力的。利用时间表去回顾文本，掌握文本脉络结构。6.T:Let’sreadthelastparagraphtogether,thentellme:WhatisthehighestawardthataUScitizencanreceive?S:TheMedalofFreedom.CompleteB3part.Ifthesentenceiswrong,pleasemakeittrue.TheGemini8flightwasnotagreatsuccess.(3)TwomenfromApollo11walkedontheMoontogether.(4)TheastronautstooksomeMoonrocksbacktotheEarth.(5)NeilArmstrongreceivedtheMedalofFreedom.8.T:Now,pleasereadthesixquestionsonB4partbyyourself，let’slistentothetapeofthetextandwritedowntheanswersonyourbook.Thendiscussthemingroups.T:Checkanswers设计意图:完成文本教学，通过回答问题再次对文本信息进行梳理，让每一个同学都能将语篇大致内容和关键节点的活动掌握与心。Step3PractiseReadthearticleandfindoutmoredetailsaccordingtothetimeline.19301946195519661936194919621969Lookandsay(PlayavideoaboutChang’e5lunarprobe)T:Boysandgirls,themissionmakeChinaonlythethirdcountrytohaveretrievedlunarsamples,ourcountryisbecomingstrongerandstronger,andIhopeyouallwillbebetterandbetter.设计意图:利用时间表再回顾文本内容，提升学生习得能力。引入中国探月工程，让学生们了解祖国的伟大，激发学生学习热情，为自己也为伟大祖国，越来越好。[作业布置]Rememberthenewwordsandexpressions.Recitethewholepassagebythetimeline.[板书设计]Unit2Greatpeople