九年级全一册《Section B 2a-2e》教案模板人教版-九年级英语教案

教案教案1.1背景科目英语题目U6Reading—Doyouknowwhenbasketballwasinvented?年级&班级人数初三地点学生特点1.班级学生英语水平断层比较厉害，潜能生8人。剩余学生大都集中在中下水平。2.课堂氛围比较热烈。班级整体积极参与课堂活动。学生积极举手回答问题。3.小组竞争。全班分为6个小组。每小组平均分配不同层次的组员。每节课积分竞争。先备知识1.技术层面：了解和体验Kahoot的基本使用。2.语言层面：（1）词汇：已学习第六单元的新词和短语（2）语法：已学习一般过去时的被动语态学生学习目标学科目标：1）知识目标：（1）语言知识：熟练理解和掌握本单元的新词和短语熟练运用一般过去时的被动语态2）技能目标：阅读技能：scantoattainquickanswerschangeinformationintomindmaptoremembermoreeasily2.21世纪技能目标：（1）合作能力：小组分工合作完成概念图和组内的信息收集及筛选。（2）创造力：自由设计概念图。（3）逻辑思维：通过设计概念图，训练学生的整理信息的能力。1.2教学活动（3-5页）时间教与学的活动（包括开始，过程，结尾，及学习评价等）所需ICT平台及资源，及实施过程中的注意事项设计原理(设计的ICT活动如何实现学习目标)5min(beforeclass)T:loginKahootandgetthegamesreadyS:getinKahootandgetreadytoplay1.makesurethenetworkisusable2.whentheygetinKahoot,theyaretoldtotypetheirgroupnumberastheplayers.getthestudentsreadyfortheclassandraisetheircuriosityaboutthetest.5min—warm-uptestT:greetthestudentsandinvitethemtothewarm-uptest.Getinthegameandshowthestudentsthepinnumber.S:getinthegamebythepinnumberandplay.20secforeachquestion,6inall.Thetop5scorerswillberewarded.useKahootforthewarm-uptest1.Kahootisafunwebsitetogivethestudentatest.Thestudentswillbeinterestedatthebeginningofclass.2.Thetestwillcheckhowwellstudentsknowaboutbasketball.3.Therankingwillstimulatetheirenthusiasmtowin.1min–leadinthepassageT:leadinthepassageS:gettoknowwhattheyaregoingtolearntoday.3min—readthroughthepassagequicklyT:letstudentsreadthepassageandpayattentiontothedetails.S:readquicklyandgettoknowsomedetailinformationfromthepassage.5min–KahootgameT:playanotherKahootgamewithstudentsandcheckhowwelltheyknowaboutthedetailsfromthepassage.S:getinthegamebythepinnumberandplay.20secforeachquestion,6inall.Thetop5scorerswillberewarded.1.makesurethenetworkisusable2.whentheygetinKahoot,theyaretoldtotypetheirgroupnumberastheplayers.Kahootgamecanmakereadingcomprehensionexercisemoreexciting.3min—readthepassagecarefullyagainT:letstudentsreadthepassage.S:readthepassagecarefullyandgetreadyforthemindmapdesign.10min–designmindmapsT:handoutthecardpapertoeachgroupandaskthemtodesigntheirownmindmapbyusingthekeywordsgiven.S:cooperateinthegroupandtrytodesignamindmapbasedontheunderstandingofthepassage.Themindmapsconsistofdetailsofthereadingandtherelationsamongdifferentdetail.Eachgroupisresponsibletodesigntheirownmindmapbyusingthekeywordsgiven.1.Themindmapshelpstudentstoreadthedetailsofthereading,especiallythekeyvocabulary.2.Thecooperationoftasksreducestudents’stressofdoingthetasks.3.themindmapsalsohelpstudentstoconnectdifferentinformationthatisinthereading.Ithelpsstudentstoreorganizethecontentofthereading.5min–reportmindmapsT:askthestudentstoreporttheirworkandshowthestudentsthecompletemindmap.S:reporttheirworkinfrontoftheclassandlearnfromothergroups..10min—groupdiscussionT:leadthestudentstothinkaboutanddiscussthetopic“Isitgoodtobeafamousbasketballplayer?”S:discussthetopicandeachstudentisrequiredtowritedowntheiropinionsonsmallpaperandthenstickitonthecardpaper.Thegroupleaderissupposedtoselectthebestideasfromthecardpaperandthenreporttotheclas