九年级5254699359095808-九年级英语unit4iusedtobeafr

Unit4IusedtfraidofthedarkSectionB

Reading(2a-2f)

（教学设计）

授课教师：周娟

所用教科书书名2023版人民教育出版社新目标

Goforit

所教年级

九年级所教册次、单元Unit4

Iusedtobeafraidofthedark

Section

B（2a-2f）

设计主题

阅读课《hestudiesharderthanheusedto》Ideas&TheoreticalFoundation

Inthisclaepassageisaboutastudent’sproblemsandhowhisparentshelphimtosolvehisproblems,It’saboutlove,lovecansolvealloftheproblems.Iuseamindmaptohelpmystudentsanalyzethepassage,Ichoose‘problems’asthemaintopic,askstudentstoreadthepassageandfindoutwhydidLiWenusedtohaveproblems,whathisproblemsareandhowhisparentshelphim.Afterreading,studentscanunderstandthemainstructureofthewholepassage,Ichooseloveasthekey

tosolvetheproblems,studentscanmakeconclusionthatunderstandingandcommunicationareimportant,inthisway,studentscanunderstandthepassage,learnthereadingstrategiesandreceivetheemotionaleducation.Background

Analysieachingcontent：Inthisunit,studentslearnthetopicof‘whatwehavechanged’,theylearnedthesentencestructure‘usedtodo’incertainlanguageenvironment.Thispassageisbasedonwhattheyhavelearnedbefore,itpresent

a

teenager’s

problems,andtalksabouthis

problemsandchanges,thepassagealsoofferstudentsagoodexampletounderstandandcommunicatewithparents,Whilereading,studentscangainsomereadingstrategies.atthesametime,thestructureofthepassagealsohelpstudentslearnhowtousethetargetlanguage

‘usedto’

intheirdailylife

.

Analysisofss’

situation：Studentshavelearnedthephrase‘usedto’,theyneedtolearnhowtouseitintheirdailylifeandgainsomereadingstrategies.Intheirlife,theymaymeetthesameproblems,sotheywillbeinterestedinthislesson.

ObjectivesKnowledgeObjectives：1.Reviewtheusageof‘usedto’;

2.Masterthenewexpressions:beabsentfrom,

influence,boardingschool,inperson.AbilityObjectives：Getstudentslearnthereadingstrategy:

themeaningsofnewwordsbyusingthesentencecontext;

2.Analyzingthepassage;

3.Catchingtheimportantinformationwhilereading.EmotionalObjectetstudentsknowsthatcommunicationandmutualunderstandingbetweenthemandtheirparentsareimportant,encouragethemtostudyhardtorepaytheirparents.

Importance&TeachingDifficulties

TeachingImportance：Getstulearntheimportantexpressions:beabsentfrom,influence,boardingschool,inperson;Trainstudents’readingskills:

1.Guessingthemeaningsofnewwordsaccordingtothecontext;

2.Catchingtheimportantinformationwhilereading;

thepassage

and.Teachificulties:1.Catchingtheimportantinformationwhilereading;

Method

TheTask-basedMethod;

TheCommunicativeTeachingMethod;

TheCooperativeTeachingMethod.

ProcedureTeachingPeriodTeachingcontentStudents’

activitiesTeacher’sactivitiesDesigningpurposeWarmingupAvideo;BrainstormTalkwithteacher,thinkabouttheirproblemstheymighthave.TalkwithstuPlaythevideo,askstudentstothinkaboutproblems.激活学生已有背景，引出本课主要话题problems

Skimming

ThewholepassageReadthepassagequickly,findoutthemainideaofeachparagraph.Askstudentsdthepassagequickly,andfindoutthemainideaofeachparagraph.通过略读，学生对文章的大意有初步了解,引出思维导图的中心词problems.

detailedReadingRead,findoutwhydidLiWenhadproblems.Askstudenteadcarefully,findoutwhydidLiWenhadproblems.细节阅读本段的第一个问题目的是让学生找出李文出现问题的原因，以及父母外出打工后李文出现的第一个问题，引出思维导图的第一节分支“Why”Read,findoutLiWen’sproblemsanddoTrueorFlase.Askstudentstoread,findoutLiWen’sproblemsdojudgeTorF.引导学生细读第二段，找出思维导图第二条分支“what”,用填表格的方式引导学生抓住文段主要信息，培养学生获取关键信息的能力,Read&4,findoutLiWen’schangesAskstudentstoread&4,findoutLiWen’schanges,thenfinishthechart学生通过填写表格，对李文改变前后的表现作了对比，培养了学生获取关键信息并分析对比信息的能力findoutthekeysentences.AskstudentsftthesentenceswhichexplainhowLiWensolvehisproblems学生在思考李文如何解决问题的同时，也得出要和父母多沟通并理解父母的结论，培养学生获取关键信息的能力ThewholepassageReadthewholetext,putthesentences[A-D]inthecorrectplaces.

Askstudenteadthewholepassageandputthesentences[A-D]inthecorrectplaces.

学生在完成细节阅读后，对文段的信息有了充分的了解，在此基础上，将四个段落的关键句填入文中就变得容易了ScanningThewholepassageUsecluesfromthepassagetohelpyouguessthemeaningsofthewordsinthebox.(influence/absent/boardingschool/inpersonAskstudeworkinpairs,readthepassageagain,matchthesenewwords’Englishmeanings.引导学生寻读策略的同时，培养学生分析文章脉络，自主思考的能力，寻找李文父母的爱，为读后活动的情感升华做铺垫PostReadingRetellFinishthemindmap,thendividedtheclassintotwopareretellthestoryaboutbeforechangeofLiWen.TheotherpartRetellthestoryaboutafterchangeofLiWenAskstudentstoretell此活动旨在培养学生自我发现问题沟通并解决问题的能力，引导学生操练并巩固目标语言usedto的用法；学生在输出、操练目标语言的同时，情感得到熏陶，本课最终情