初中英语-九年级英语Unit 4 B2a教学设计学情分析教材分析课后反思

课标分析：知识目标：复习巩固有关日常生活习惯的词汇、短语和语言结构；灵活运用usedtodo句型。能力目标：能够读懂带有一般过去时态的短文，能够简单复述所读内容。根据所读材料发表自己的意见。情感目标：感恩父母，奉事师长，学会理智生活。学情分析：学生通过本单元前面四个课时的学习，对usedtodo这个句型进行了大量的听、说、读训练，已经有了较扎实的语言基础，为本课的阅读创设了良好的铺垫。鉴于本课阅读内容，在精读的要求上仍有一定难度，所以，教师的适当点拨和引导是必要的。评测练习1.Readthefirstparagraph,thenfinishtheexercises.“T”fortrue,“F”forfalse.LiWenusedtohavedifficultiesinschool.Hisparentslefthimbehindandhefeltverylonelyandunhappy.Hedidn’tlikehisgrandparents.Heworksveryhardanddoeswellinschoolwhenhisgrandparentscametolookafterhim.Hemissedhisparentssomuchandwantedtolivewiththem.2.Readthesecondparagraphandthenchoosetherightanswer.WhydidLiWenbecamelessinterestedinstudying?Heisalazyboy.B.Hewantstoplayoutside.C.Hefeltlonelyandunhappy.D.Hedoesn’tliketostudy.WhichofthefollowingisNOTLiWen’sdifficultiesinschool?Hewasabsentfromclasses.B.Hefailedhisexaminations.C.Hewasshy.D.Hehadnofriendsinschool.Hisparentstooka__________anda__________togettoLi’sschool.24-hourbus,5-hourtrainB.24-hourtrain,5-hourbusC.24-hourtrain,15-hourbusD.24-hourbus,15-hourtrain3.ReadthepassageagainandunderlinetheproblemsthatLiWenusedtohave.教师基本功18．教态：自然亲切、大方得体、不造作5205-43-215教态自然亲切19．语言：英语讲授，辅以简洁汉语启迪思维55-43-21520．板书：简洁端正、条理清晰55-43-21421．现代化教学手段：运用熟练、恰当、不滥用55-43-215教学个性创意22．教师对自己的能力充满自信；教学有个性，有自己的风格特点或有自己的教学心得与独特感受加分1—5分3课堂有实效综合评价能够根据实际确定“三维”目标，教学设计符合学情与新课标理念，学生能积极、主动参与课堂活动；课堂气氛活跃，能够完成教学任务。课堂教学过程紧凑，教学重点突出，侧重培养学生的语言输出能力（包括口头和笔头的练习），注重启发学生开展自主合作学习，教学效率较高，学生积极参与，使本单元内容得以良好巩固和提升。。总分92观课教师杨友良彭作斌李秀芹张蕊曹景美教材分析：本课是本单元的第四课时。在整单元来说课堂任务应侧重培养学生的阅读能力（包括口头和笔头的练习）。要求学生在前面几课时听、说的基础上，尝试简单的语言输出。本课侧重点在读上，训练、发展学生的阅读能力。重点练习Usedtodo句型。教学设计：Step1:Lead-in1.Greetings2.AskSssomequestions:Doyouloveyourparents?Wouldyouliketolivewithyourparents？Step2:PresentationLiWenisa15-year-oldboyfromthecountryside.Hisparentsareworkinginthecity.Lookatthetitleofthepassageandthepicturebelow.Whatproblemsdoyouthinkhemighthave?Theteacherasksthestudentstoreadthroughthetextandanswerwhichoneisright.1.Heusedtobreaktheschoolrules.2.Heusedtohatestudyingandfailhisexams.3.Heusedtofightwithhisclassmates.Step3:Readthepassageandputthesentences[A-D]inthecorrectplaces.A.TheyhadalongtalkB.NowLiWenhasreallychangedC.However,thingsbegantochangeafewyearsagoD.HisteacherwasworriedabouthimStep4:BeforeyoureadSkim(浏览)thearticleonpage30.Thenmatchtheparagraphswiththeirmainideas.LiWen’sunhappinessbegantoinfluencehisschoolwork.TheyhadalongtalkandLiWenunderstoodthathisparentstakeprideofeverythinggoodthathedid.LiWen’sbackground.It’simportantforparentstobetherefortheirchildren.Step5:Whileyouread1.Readthefirstparagraph,thenfinishtheexercises.“T”fortrue,“F”forfalse.LiWenusedtohavedifficultiesinschool.Hisparentslefthimbehindandhefeltverylonelyandunhappy.Hedidn’tlikehisgrandparents.Heworksveryhardanddoeswellinschoolwhenhisgrandparentscametolookafterhim.Hemissedhisparentssomuchandwantedtolivewiththem.2.Readthesecondparagraphandthenchoosetherightanswer.WhydidLiWenbecamelessinterestedinstudying?Heisalazyboy.B.Hewantstoplayoutside.C.Hefeltlonelyandunhappy.D.Hedoesn’tliketostudy.WhichofthefollowingisNOTLiWen’sdifficultiesinschool?Hewasabsentfromclasses.B.Hefailedhisexaminations.C.Hewasshy.D.Hehadnofriendsinschool.Hisparentstooka__________anda__________togettoLi’sschool.24-hourbus,5-hourtrainB.24-hourtrain,5-hourbusC.24-hourtrain,15-hourbusD.24-hourbus,15-hourtrain3.ReadthepassageagainandunderlinetheproblemsthatLiWenusedtohave.4.Usingthesentencecontextmayhelpyouguessandlearnthemeaningofnewwordsandphrases.5.Readthelasttwoparagraphsandthenfillintheblanks.Step6:AfteryoureadCompletethepassagewithproperformsofthewordsandphrasesinthebox.beproudof/takeprideinmakeadecision/decidemiss/beabsentfromchange/influencelookafter/takecareofStep7:WhatshouldwelearnfromLiWen?Step8:Enjoyasong,YouRaiseMeUp.Step9:Homework1.Findoutnewphrasesinthispart.(noless10phrases)2.Readthepassage3timesslowly.3.Saylovetoyourparents.板书设计Unit4Iusedtobeafraidofdark.SectionB2a-2eChang’eisbeautiful,butZhuBajieisugly.效果分析：整体设计较好，课堂结构紧凑，井然有序，温故知新，层层递进，环环相扣。内容安排主次分明，详略得当，重点突出。写作训练充分，情感渗透到位。部分语法讲解稍显粗略，课件制作简而精，文字表述精准，图片清晰明了。本节课虽然为一节阅读课，趣味性不浓，但师生配合不是很好，充分体现了教师为主导，学生为主体的教学模式，调动了学生的积极主动性，充分发挥了学生的主观能动性，学生情绪不高涨，个人活动做的较好，小组活动，群体活动不丰富，课堂生动有趣，比较成功地完成了教学内容，收到了预期