九年级英语 When was it invented Reading 教学设计 鲁教版

1、“和谐、高效思维对话”达标课教学设计Unit4 When was it invented (Reading)- Do you know when basketball was invented 教学设计一 教材分析教材分析：本节课是九年级Unit4的Reading部分。本节课的主题是：Do you know when basketball was invented? 紧扣住了本单元的话题invention。课文内容主要围绕风靡全球的篮球运动这一主题，包括篮球运动的历史、篮球比赛的规则、打篮球所需的设备、篮球的流行趋势等）。本单元的语法点是被动语态。文中出现了大量的被动语态的句子，通过阅读文章，

2、学生能有效的感悟被动语态的用法。本节课渗透得的学习策略是mind-map, 希望通过本节课的学习，学生能对该策略形成感性认识，并在今后的学习中能有意识的使用该学习策略。 二、学生分析通过本单元前面内容的学习，学生已经基本掌握了被动语态的用法，因此本篇阅读中出现的多处被动语态的句子对学生来说已不是障碍，关键的障碍是本文中出现的一些生词，需要学生认读，否则在回答问题是就是障碍。运用Mind-mapping是复述课文的信息对学生来说是一大难点。三、教学目标、1知识目标能认读以下词汇active, indoors, create, wooden, knock, divide, basket, meta

3、l, towards, develop, rise, risen, worldwide找出并理解文章中出现的被动语态的句子。2能力目标能运用Mind-mapping复述篮球的历史、篮球的器械、篮球的规则、篮球的流行趋势等。3情感目标激发学生对运动的热爱，并让学生树立teamwork的意识。四、教学重、难点1、教学重点能认读以下词汇：active, indoors, create, wooden, knock, divide, basket, metal, towards, develop, rise, risen, worldwide找出并理解文章中出现的被动语态的句子。2教学难点能运用Min

4、d-mapping复述篮球的历史、篮球的器械、篮球的规则、篮球的流行趋势等。五、教具: 多媒体六、学习策略: 小组合作学习、大脑构图法七、教学活动过程Step1 Warm-upAn interesting game -Thats me.Step2 Pre-reading1、Ask some questions about basketball game.2、Show a picture of basketball equipment and then lead Ss to read the words about basket equipment.Step3 While- reading1、

5、Fast-readingAsk Ss to read fast and match each paragraph with the main meaning 2、 Careful- reading Ask Ss to read Para1 and Para2 and then finish the chart with information about basketball is played in the world. Ask Ss to read para3 and answer some questions.Ask Ss to circle the passive voice in P

6、ara3 .Ask Ss to read Para4 and then fill in the chart with the information about the invention of basketball, the equipment of basketball and the course of basketball game.Ask Ss to read Para5 and then fill in the chart with the information about the history of basketball game.Step4 After-reading1、R

7、eading-strategy-Mind-MappingTo make Ss know about Mind-Mapping, show the following: Using mind-mapping to remember information. To make a mind-map, change the information you read into a colorful “picture of words”. The brain recalls “pictures” more easily than written information.2、Ask Ss to finish

8、 the Mind-Map with information from the reading.3、 Memory-challenge: Ask Ss to answer some question3 just according to the Mind-Map finished without reading the passage. 4、 Ask Ss to rewrite Para1 and Para2 according to the mind-map .5、 Discussion :“Whats the most important for a team to win the gam

9、e? “-Teamwork.Step5 Homework 1、Copy the sentences of passive voice in this passage. (For All)2、Make a mind-map abouthe history of a sport you like八、教学反思本人设计本课时的教学任务时始终围绕“basketball”这一话题 和预设的教学目标。在 Warm-up环节，通过“Thats me”游戏中的陈述轻松引入 “basketball”这一话题。Pre-reading环节中，通过和学生谈论basketball的一些常识，激发学生对篮球的深入了解，然后

10、让学生通过图片了解关于篮球器材的词汇，达到认读的目的，为接下来的阅读任务扫除大部分单词的障碍，剩下的少数词汇在接下来的任务中分散完成认读任务。While-reading环节中,首先让学生通过完成Fast-reading的任务，整理理解语篇，了解文章的大意和层次。然后让学生完成Careful-reading的多个阅读任务，细读各个段落，详细了解有关篮球和篮球运动的历史并体会学习被动语态的用法。在After-reading环节，让学生学习本节课的重要学习策略-脑中构图法，然后用这一策略完成一系列由易到难的几个任务，达到“学以致用”，在使用这一策略的过程中学生能够体会到“脑中构图法”的绝妙之处-能帮助学习者轻松梳理较长篇幅文章中的信息并帮助快速记住这些信息。这种方法比起用表格梳理信息更直观。最后让学生在谈论篮球比赛中获胜的关键是什么这一话题时总结出teamwork是最重要的，完成情感目标。家庭作业分层设计，第一个作业是必做，巩固被动语态，第二个作业是选做，继续用“脑中构图法”这一学习策略完成任务。在本节课教学任务的设计应该是到位的，通过完成Pre-reading, While-reading, After-reading 各环节中的阅读任务，能够达到