人教版英语九年级全一册教案：Unit4 SectionB（2a-Self Check）.doc

1、Unit4 SectionB（2a-Self Check） 教案【教材版本与册数】新目标人教版九年级上册 【单元名称】Unit4 I used to be afraid of the dark.【课时】Section B 2a-Self Check（第5课时）【课型】Reading and writing(读写课） 教材分析【本单元话题】围绕“我们发生了怎样的变化”为话题，谈论“过去经常有的习惯”。【本单元重点掌握目标】理解、掌握和运用used to结构。【教材内容拆分分析】Section B在Section A的话题基础上进行延伸和拓展。主要围绕“过去的爱好”而进行，从听、说“过去的学校生活

2、”到对“过去行为”的读、写进行了语言综合性的训练。2a2f介绍了一位乡村少年的成长故事，题材发人深省，目的在于唤起学生们的关爱之心，懂得体会亲情的可贵，理解父母的责任，并能在成长的道路上注重心理的健康和成长。2a是阅读前的预热活动。2b-2e是阅读理解活动.2b要求学生快速阅读文章把握文章要点，完成本任务。2c让学生细读文章，并获取细节信息，完成任务。2d引导学生根据上下文语境猜测方格中所列词的含义并简单解释判断理由。2f是阅读后的延伸性的口语交流，引导学生结合语篇内容，根据自我理解，充分发挥想象力，共同商讨对话内容，合作交流。3a-3b构成了一个独立的写作版块，3a写作铺垫，通过谈论描述人物

3、外貌、性格、行为习惯及爱好，激发学生学习英语的兴趣，树立自信心，同时为后面写作提供素材，引导学生整理信息，为写作做准备，是学生能独立的完成写作任务。3b为写作做出了写作提示和3a准备，形成文章大的框架，独立完成写作任务。 自我评价版块，自我评价检测部分主要包括词汇、结构、功能等方面的平价练习，引发学生思考，引导学生自主归纳和总结本单元知识，培养学生自主学习的能力。【通过本单元的学习学生需掌握哪些综合技能】1.需理解、掌握和运用描写外貌、性格和爱好的生词和短语；需理解、掌握和运用used to结构。 2.能在听力练习中能够捕捉有关人物生活变化方面的细节信息。3.运用used to 描述过去的形象

4、，性格，爱好及经历。4.能够通过新旧对比，学会关注他人的变化和关心他人，领悟人生的转折和把握命运的方法。5.需利用了略读、跳读、细读、上下文语境或句子前后关系猜词等方式进行阅读，提高阅读理解的有效性。教学目标语言知识目标：1.通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词: seldom, absent, influence, fail, examination, exactly, proud, absent, fail, pride, general, introduction短语: be proud o

5、f, boarding school, in person, take pride in句型： Li Wens unhappiness began to influence his schoolwork.Sometimes he was absent from classes and failed his examinations. She advised them to talk with their son in person. They take pride in everything good that I do. I know my parents love me and theyr

6、e always proud of me,” says Li Wen.语法：复习和运用used to结构。Y 语言技能目标：（1）运用预测、略读、扫读、细读、上下文语境猜词等方式进行阅读，养 提升学生的阅读理解能力并把握文章内容。（2）运用used to谈论人物过去的外貌、性格、行为习惯、爱好等,培养学生的综合语言运用能力。（3）能综合运用本单元所学语言知识指导写作，将自己或他人作今昔对比，形成语篇，提高书面表达能力。情感态度价值观目标：1.珍惜父母及亲人对你的爱，努力学习回报社会。2.让学生明白事物是在不断变化发展的，学生要用发展的眼光经常进行自我检查，改进不足，不断完善自我，培养其积极向上

7、的心态。 教学重难点教学重点：1.掌握所学重点单词、短语、句型；2.能够正确使用used to结构谈论和描写过去的情况并做今昔对比。3.通过进行阅读策略的训练，提高学生的综合阅读能力。4.能综合运用本单元所学语言知识指导写作，形成语篇，提高书面表达能力。教学难点：1.通过进行阅读策略的训练，提高学生的综合阅读能力。2.能综合运用本单元所学语言知识指导写作，形成语篇，提高书面表达能力。建议教法（1）以任务型教学作为课堂教学理念、利用引导法和三步阅读教学法完成相应阅读任务。学生通过自主探究和同伴互助相结合方式的学习。 Pre-reading: lead in-PresentationWhile-r

8、eading: Skimming- Scanning Intensive reading -Listening and readingPost-reading: Retelling-Discussion-Inference-Different activities （2）以任务型教学作为课堂教学理念、利用交际法、总结归纳法和pwp（pwp指pre-writing/while-writing/post-writing）写作法完成相应任务。学生通过教师点拨引导、自主学习和同伴互助相结合的方式学习。 教学流程（详见相应教学设计） 教学评价1.本课时阅读教学目标设计符合课标要求和学生实际，能体现对阅读

9、技巧的处理，教会学生获取、处理和传达信息的能力，从而达到用英语进行思维和表达观点。读中的活动设计遵循语言规律，符合阅读课目标，由浅入深，环环相扣，逐步引导学生对文章的理解。读后的活动设计体现运用教材有创造性，补充内容有针对性，拓展知识有可行性，课后作业能体现知识的迁移性。引导学生能把所学文章作为训练阅读技能和扩大词汇的载体并能在以后的学习活动中加以利用。2.写作的目标设计清晰可操作，内容以介绍学生的生活变化为出发点，贴近学生实际。活动的设计紧扣目标要求并与目标达成一致。通过思考、交流、自评和互评等方式，能促进思维能力、协助能力和创新能力。【本课时教学设计】步骤过程措施（教师活动与学生活动）目的

10、持续性评价DELC41预备与激活先期知识Step 1Greeting and Leading in ( 3mins )1.Greet the class as usual and Check the homework. Ss show the homework. 2. Show a picture of left-behind children and ask some Ss talk about problems they may have.Ss discuss in pairs and show their work like this:They are unhappy. They are

11、 lonely. They hate studying. They often fight. They are often late for school.3. T asks, “Do you think if your parents arent with you, it may influence?” Ss answer it. 1. 利用IQEE策略复习旧的词汇和表达方式来与本堂课的话题词汇建立起记忆连接，简单有效的激活本篇短文的背景信息，引出本课主要话题problems，培养学生良好的预习习惯。2.真实情景式导入话题，激发学生的学习兴趣。1.通过课前预习和复习，培养学生的“IQEE”学

12、习策略2学生利用老师提供的图片和问题能了解本篇文章的背景信息。DELC52获取新知识Step2Pre-reading（读前） (3 mins)Step 3While-reading（读中）(17mins)Work on 2a1. Show a picture of a young student. Tell Ss that the boy is Li Wen. Hes a 15-year-old boy whose parents are working in the city. Look at the title of the passage and predict the problems

13、 he might have. He Studies Harder Than He Used to2. Now Ss discuss with their partners and have a brain storm of the problems Li Wen might have. 3.Ss show the problems Li Wen might have. e.g. S1. He used to miss his parents.S2:He used to feel lonely. S3:He used to have no interest in studying.S4: He

14、 used to sleep in class . S5: He used to fight with his classmates. Work on 2b(Fast Reading) 1.T asks Ss to read the passage quickly and try to find the main idea.Ss skim the passage and answer it .T:What is the passage about? ( )A. problem boys change.B. a boarding school boys problem.C. living wit

15、h grandparents can cause a lot of trouble.Answer: A2.T: Now lets work on 2b. Using context may help. Ss read the sentences and make sure they know the meanings of all the sentences. Then scan the passage and try to put the sentences into the correct places in the passage. Check the answers with the

16、class. Answers: CDAB Work on 2c (Careful Reading)1. Read the passage carefully again and try to underline the problems that Li Wen used to have. 2. Check the answers by asking students to read out their answers. He felt lonely and unhappy. He became less interested in studying. Sometimes he was abse

17、nt from classes, and he failed his examinations.Li Wen was shy and was not able to make friends quickly in school. He wanted to leave the schoolWork on 2d 1.Let Ss use clues from the passage to help them guess the meanings of the words in the box in 2d. Using context may help.T gives an example like

18、 this:E.g. influence 读 “until a conversation with his parents influenced his way of thinking”一句，然后再读第三段可知，父母和李文的谈话让他理解了父母对他付出多少，让他意识到自己问题的所在，故可推测是其父母亲和他的谈话“影响”了他思维的方式，故influence一词应意为“影响”2. Ss read the passage again and try to guess the meaning of the words. 3. Let some Ss say their answers.4. Check

19、their answers with the class and tell Ss why. Answers: 2)absent:由上下文“他对学习不再感兴趣”、 “他考试不及格”，以及关键词classes，可以推测 “他经常缺课”，可知absent意为“缺席，不再”。 3)boarding school: 由上文“ he was absent from classes and failed his examinations和Li Wens parents made the decision”可知其父母送其去了一所寄宿制学校。4)in person: 由下文“His parents took a

20、 24-hour train and a 5-hour bus ride to get to Li Wens school.”，可知其父母费如此大的周折赶回家来，就是因老师的建议“亲自和他们的儿子进行交谈” ，故可推测in person意为“亲自地”。 Work on 2e1.T helps Ss understand the request for 2e. Ask Ss to work on 2e. 2.Ss first understand the meaning of the phrases. Then work by themselves and try to find how Li

21、Wen has changed by using “ used to ” .3.Check the answers with the class and tell why.Answers:Look after/take care of ; missed/was absent from; made a decision/decided; changed/influenced; be proud of/take pride in .利用图片和标题，通过问题设置悬念，启发学生分析预测文章内容,帮助学生把握焦点，培养其逻辑思维和判断能力，极大地激发学生的兴趣，提高阅读效果，为下一步了解Li Wens

22、problems做好阅读准备。通过略读和扫读了解文章大意，呈现本课主要话题problems。根据上下文还原句子，加强对学生的学法指导，提升阅读技能，培养逻辑思维能力。通过细读划出李文过去有的问题，进一步加深对文章的理解，培养学生关注细节问题的策略。通过使用文章线索猜测生词意思的活动，进一步加深对文章的理解，增加语言输量，加强对学生学法的指导，提升了阅读技能。用所给词填空，有助于语言知识的巩固学习，并且帮助学生进一步理解和掌握课文内容。学生利用老师提供的图片和问题能分析预测文章内容。学生能利用目标语言积极展示Li Wen可能出现的problems。学生能掌握阅读技能了解文章大意。部分学生能利用上

23、下文还原句子。大部分学生能划出李文过去有的问题。部分学生能使用文章线索猜测生词意思并提升阅读技能。大部分学生能准确完成地所给词填空。DELC63深度加工知识Step 4Post-reading（读后） (12 mins)Work on 2f:1.T helps Ss understand requests for 2e.2.Ss read the notes aloud and think of the following things: Possible questions Li Wen might ask his parents Questions his parents might as

24、k Li Wen Possible answers from Li Wen and his parents3.Write a conversation and role-play it with your group. Work on 3a:1. Ss work by themselves and try to takes notes about how you have changed . appearancepersonalityhobbiesIn the pastshort,thinshy, seriousHate math classNowtalloutgoingDont worry

25、about 2.Talk with a partner about your changes like this: A: Oh, Maria. You have changed so much. You used to be short, didnt you?B: Yeah, I used to be short and thin. But now Im tall. A: 2. Work on 3b: 1.The partner answers the following questions according to the chart above.When has your life cha

26、nged a lot?What did you use to be like?How are you now?Whats the biggest change in your life?Why is this the most important change?2.T helps Ss understand requests for 3b.Ss use clues from 3b to talk about your changes with your partner. E.g. My life has changed a lot in the past few years. I used t

27、o Now Im3. Ss try to write two paragraphs and review themselves .T walks around the class give any help Ss may need. Paragraph 1:General introduction.Paragraph2:The most important changes and how.4. Let some Ss read their articles to the class . T helps them comment.5. Give Ss an example: 口语活动设计帮助学生

28、内化文章结构和目标语言并在语境中使用，培养综合的语言运用能力。承上启下的环节，复习了新旧对比，为完成3b奠定基础。3a的准备为写作提供有用语言基础。3b的写作提示及形成文章大的框架、有利于学生完成写作任务。自评环节旨在培养学生自我发现问题和解决问题的能力，使学生体验写作后收获的快乐。老师点评，引导学生体会作者表达思想的方法以及谴词造句的技巧，欣赏与体会文章的精彩之处，使他们深刻认识到自己习作的不足。给出范文，帮助中等水平学生顺利完成写作，提高了学习兴趣。学生能在同伴之间进行对话交流。部分学生能自信地展示对话交流的结果。学生能复习本单元目标语言并完成任务。学生能回根据表格回答问题。部分学生能顺利

29、完成写作任务。DELC74评价学生学习Step 5Self Check （5mins）Work on Self Check 1: 1. Let some Ss read the words in the box. Make sentences using the words to make sure all the Ss know the meaning of the words. 2. Let Ss read the sentences in Self Check 1. Then Ss try to fill in the blanks by themselves.3. Check the

30、answers with the Ss.Answers: 1.in person 2.silent,seldom 3.absent,fail 4.takes pride in 5.influence 6.humorous 7.required,interview 8.are proud of Work on Self Check 2 1. T helps Ss understand requests for 3b. Ss think and try to complete the statements by themselves. 2. Let some Ss read their sente

31、nces to the class. 3. Correct the mistakes they have. 1) I used to wear jackets, jeans and sports shoes. 2).My hair used to be black and short. 3).I used to watch cartoons on weekends. 4). I used to play ping-pong after school .5). I used to be afraid of speaking before strangers.A simple mind mapT

32、uses a simple mind map to let Ss review what they have learned this class and check whether they can say the key points or not.Ss remember what they have learned and say the key Words by thinking overWhy: parents left him(1)ReadingproblemsHow: communication.be thereWhat: lonely, unhappyabsent, fail,

33、 shy.(2)writingpersonalityAppearanceotherschangesLife/studyhobbiesHomework：Marys life has changed a lot since she joined the club in the school? Write a passage about her changes.立 独立完成Self-check，再核对答案，很好地检验本单元所学知识掌握情况。利用关键词所做的思维导图，便于学生记住所学知识，培养和发展学生的创新思维能力和发散思维能力。巩固和提升所学目标知识。通过复习单元所学知识，学生能独立完成Self-check。通过思维导图形式能让学生清晰回顾本堂课的课脉结构 通过写Mary生活的变化，检测学生在课后是否能基本运用本堂课的目标语言，体现对学生的可持续性评价。