Unit4 Section A 3a-3c教案 人教版英语九年级全册

Unit4SectionA3a-3cFromShyGirltoPopStarForthismonth'sFromShyGirltoPopStarForthismonth'sYoungWorldmagazine,Iinterviewed19-year-oldAsianpopstarCandyWang.Candytoldmethatsheusedtobereallyshyandtookupsingingtodealwithhershyness.Asshegotbetter,shedaredtosinginfrontofherclass,andthenforthewholeschool.Nowshe'snotshyanymoreandlovessinginginfrontofcrowds.IaskedCandyhowlifewasdifferentaftershebecamefamous.Sheexplainedthattherearemanygoodthings,likebeingabletotravelandmeetnewpeopleallthetime.“Ididn'tusetobepopularinschool,butnowIgettonsofattentioneverywhereIgo."However,toomuchattentioncanalsobeabadthing.IalwayshavetoworryabouthowIappeartoothers,andIhavetobeverycarefulaboutwhatIsayordo.AndIdon'thavemuchprivatetimeanymore.Hangingoutwithfriendsisalmostimpossibleformenowbecausetherearealwaysguardsaroundme."WhatdoesCandyhavetosaytoallthoseyoungpeoplewhowanttobecomefamous?“Well,"shebeginsslowly,“youhavetobepreparedtogiveupyournormallife.Youcanneverimaginehowdifficulttheroadtosuccessis.ManytimesIthoughtaboutgivingup,butIfoughton.Youreallyrequirealotoftalentandhardworktosucceed.Onlyaverysmallnumberofpeoplemakeittothetop."Wordcount：258二、阅读材料分析MaterialAnalysisContent:Thepassageisaboutashygirlwhobecomesapopstar.Sheusedtobeshybutsheovercameitandbecameapopstar.Theauthorinterviewedthepopstarandshetoldusthereallifeofacelebrity.Context:personalityandsuccess;popstarsandrolemodelsStructure:Part1(Para1):thebackgroundofthepopstarCandyPart2(Para2):howCindy’slifehaschangedPart3(Para3):Cindy’sadvicetoyoungpeopleLanguage:wordsandphrases:background,interview,Asian,deal,dealwith,shyness,dare,crowd,ton,private,guard,require,etc.nativeandbeautifulsentencestructures:“dealwithhershyness”,“daretosinginfrontof...”,“gettonsofattention”,“don’thavetoomuchprivatetimeanymore”,“bepreparedtogiveupyournormallife”,etc.学习者分析LearnerAnalysisOntheonehand,theycandescribethechangeofpersonalityandappearancebyusing“usedto”sentencepattern.Andtheyhaveenoughvocabularytosupportreading.Sothenewwordsandphrasesmaynotinfluencetheirunderstandingofthetext.Andintheirreallife,moststudentsliketofollowpopstars.Theyknowsomegoodthingsandbadthingsofbeingpopstars,thesethingshelptosupporttheirunderstandingandthinking.Ontheotherhand,someleft-behindstudentshavedifficultyinfollowingthewholeclasssoIdividestudentsintogroupsinordertoletstudentshelpeachothertofinishthetasksatthesametime.四、教学目标分析TeachingObjectivesLanguageknowledge(语言知识):Attheendofthisclass,thestudentsaresupposedtograspthekeywordsandphrases:background,interview,Asian,deal,dealwith,dare,ton,private,guard,require,etc.Languageskills(语言技能):Duringthisclass,thestudentsaresupposedto:predictthetopicthroughthegivenpicture;practicebasicreadingskillssuchasscanningandskimming.Learningstrategies(学习策略):Attheendofthisclass,studentswill:learnhowtoguessthemeaningofsomenewwordswiththecontext;learntocooperatebyworkingingroupsandpeers;beabletodiscussandshowtheirownopinions.Affect(影响):Attheendofthisclass,mystudentsaresupposedto:aremoreconfidentandbraveanddaretochangethemselvestobebetterpeople;haveacriticalthinkingaboutthepopstars.CulturalAwareness:文化意识Attheendofthisclass,mystudentsaresupposedtorealizethatregardlessoftheagethatanyoneachievesfame,thepersonisarolemodeltosomeone.Allcelebrities,nomatterhowfamous,haveasocialresponsibilitytobearolemodelthatinspiresotherstobebetterpeopleinthisworld.Asteenagers,theyshouldknowhowtofollowstarsinarightway.Besides,theyshouldknowthattherealstarswhoarerespectedandvaluedforthecontributiontheyhavemadetoourcountryandtheworld.五、教学重点难点TeachingFocuses&AnticipatedDifficultiesTeachingfocuses教学重点:Itisvitalformystudentstoparticipateindifferentreadingactivitiesandpracticedifferentreadingskills;haveacriticalthinkingaboutpopstars.Anticipateddifficulties预期难点:Itmaybedifficultforstudentstoshowtheircriticalopinionsaboutpopstars.六、Teachingmethods教学方法：Situationalteachingmethod;Task-basedteachingmethod;P-W-P(Pre-reading;While-reading;Post-reading);七、Teachingaids教学辅助：multimediadevices;blackboard（多媒体设备；黑板）八、TeachingProcedure教学过程：教学步骤教师活动学生活动设计意图效果评价GreetingandLead-inStep1(4’)Greet.TexplainstherulesoftheguessinggameandprovidestheinformationfortheSs.Followtheteacher’sorderstochoosenumbersandguesswhothestaris.1.TogetSsarousetheirfocusandinterestintheclassbyguessing.2.ToleadSstothinkaboutthetopicofthearticle.充分调动了学生学习兴趣，成功引入本课主题。Pre-readingStep2(3’)TleadSstopredictwhatthepassageisaboutfromthepictureandthetitle.Predictwhatthepassageisaboutbasedonthegivenpictureandtitle.ToguideSspredictthemainideaofthearticle.ToarouseSs’interestandimaginationaboutCandy.Tomakepreparationsforthefollowingreading.学生可以根据所给图片及标题预测出文章大概内容，也激起学生阅读欲望。While-readingStep3(3’)TguidesSstoskimthepassageandmatchthemainideaswiththeparagraphs.Ssskimthepassageandmatchthemainideaswiththeparagraphs.TopracticeSs’abilityofskimmingformainideas.整体扫读验证预测，把握文本结构,了解每段主旨，初步判断文本大意。Step4(7’)TgivessomestatementsandasksSstoscanthepassageandtelltrueorfalseofeachstatement.Scanthepassageandtelltrueorfalseofeachstatement.TopracticeSs’abilityofscanningfordetails.学生能通过跳读文本判断句子正误，对章进行细节理解。Step5(8’)Tgivesthreequestions.AndthenTasksSstocooperatewiththegroupmemberstoanswerthequestions.1.Readthepassagecarefully.2.Cooperatewiththegroupmemberstoanswerthequestions.1.Practicegettingthespecificinformationafterreading.2.ToencourageSstoworkandhelpeachotherinapair.老师基于文本结构提出3个问题。学生再读课文，回答以上三问题。此环节旨在帮助学生立足文本整体，分析每段具体内容。并将文本的语言知识有效的挂靠在文本结构下的学习。Step6(2’)Tgivesanemptymindmapandaskstudentstocompleteit.Tasksstudentstoaddsomekeywordsforthemindmap,thenpreparetoretellCandy’sstory.1.AccordingtoT’sorder,Sscompletethemindmap2.AddsomekeywordsforthemindmapandpreparetoretellCandy’ssto