Unit11+Sad+movies+make+me+cry+Section+B+(2a-2e)教学设计 人教新目标九年级英语全一册

Unit11SadmoviesmakemecrySectionB(2a-2e)教学设计AnalysisofmaterialThetopicofthislessonrevolvesaroundthestoryofthelittleboyPeter,andheisverydepressedafterloss.ButDad'sencouragementandteamunderstandinghelpedhimgetoutoftheshadowsandbuildconfidence.Basedonthestory,forcestudentstolearntheusageofmake(make+sb.dosth.Andmake+sb.adj.),anduserecognizingidioms.AnalysisofstudentsInthepreviousfewlessons,studentshaveembarkedonacertainjourneyonthedifferentemotionsandfeelingsbroughtbydifferentthings.Thelanguageinputandoutputofthedegreecanusethedynamicusageofmake.Thereissomeknowledgereservetotalkabouttheimpactofthingsonpeople.Theninth-gradestudentshavemasteredcertainreadingskills.thecontentofthislessonisclosetothestudent'slife.Thesectionisfascinatingandeasytoarousestudents'ideologicalresonance,sostudentscanenterthetextquicklyandanalyzethetext.TeachingObjectivesLanguageability:1.TobeabletounderstandthepassageaboutPeter.2.Tobeabletocompleteatimelineandthemindmap.Learningability:1.Tocooperatewithgroupmembersandretellthepassage.2.Toimprovereadingability.Thinkingquality:Toanalyzeandmasterthestructureofthepassage.Culturalawareness:Toknowwhatspiritswecanlearnfromthestory.Teachingfocus1.Tounderstandsportsspirit.2.TomasterreadingskillsTeachingstepsTeachingactivitiespurposeLead-in1.EnjoythevideoofFIFAWorldCupQatar2022.2.Talkaboutthesoccergame.3.Lookatthepicturesandtalkaboutsomesoccerstars.4.Watchavideoaboutthemistakesonsoccergames.5.Sharestudents’feelings.Connectwiththerealityoflife,fromFIFAWorldCupQatar2022ofhotnews,through“football-soccerplayers-failure”toarousetheinterestinlearningPre-reading1.DrawintoPeterandhissoccerteam.2.Lookatthetitleandthepicture,guesswhatthepassagemainlyaboutTrainSs’abilityingettingthemainideaofthepassageWhile-readingI.Fast-reading1.Readthepassagequicklyandanswerthethreequestions.（1）Howmanycharactersarementioned?（2）Howmanyparagraphsarethere?（3）Howmanypartscanitbedivided?2.Learnthestructureofthetext.3.Sumupthemainideaofeachpart.II.Careful-reading1.ReadPart1andtrytofindoutPeter’sproblemandsumupPeter’sfeelings.（1）WhathappenedtoPeter?（2）HowdidPeterfeelafterhemissedagoal?（3）WhydidPeterfeelangryandworried?2.ReadthePart2carefullyandworkinpairstofindoutthefather’sadviceandanalyzethefather’scharacteristics.（1）WhatisPeterfather'sadvice?（2）Whatdoyouthinkofhisfather?（3）WhatisyouradviceforPeter?（4）WhatdidPeterdoafterlisteningtohisfather?Workinpairsandrole-playPeterandhisfather.Twominuteslater,somepairsshowtheirworkinclass.2.ReadPart3andanswerthequestions.（1）WhatdidPeterdotohisteammates?（2）HowdidPetercommunicatewithhisteammates?（3）WhathappenedafterPetertoldhisteammatesthathewassorry?（4）WhatdidPeter'steammatessay?WorkingroupsandhaveadiscussionFastreadingaimsatdevelopingstudents'readingskillsofscanningparagraphsandtheabilitytoanalyzetextstructure.TrainSs’abilityingettingspecificinformationaboutthefeelingofPeter.TrainSs’abilityingettingspecificinformationabouttheadviceofPeter’father.TrainSs’abilityofgettingspecificinformationabouttheencouragementfromPeter’steammatesAfter-reading1.Idioms.（1）Workon2d.Findidiomsorphrasesfromthestorytoreplacetheunderlinedpartsofthesentences.（2）AddmoreidiomsforSstoaccumulate.2.Retelling.（1）Numbertheeventsinthecorrectorder.（2）Completethemind-map.3.Furtherthinking.（1）FromPeter'sstory,canyoufindoutthechangesofPeter'sfeeling?（2）WhydidPeterhavethechanges?（3）IfyouareoneofPeter'steammates,whatwouldyousaytoPeter?TrainSs’Readingability.TrainSs’abilityinretellingthestorywiththehelpofmindmap.TrainSs’extensivethinking.TrainSs’abilityinexpressingownopinionsSummary1.Thegoodteamspirit:pulltogether,learnfrommistakes......2.Thespiritlearning:Don'tbeafraidofmistakes,yourpastmistakesaremeanttoguideyou,nottearyoudown.ConsolidateSs’learningHomework1.FindmoreEnglishidiomsafterclass2.Thinkofyourstoryoflearningfrommakingmistakesandsharethestorynextclass课后反思本节课激活了学生的思维，点燃了学生的学习激情，让学生在真实情景中体验、参与、学习。通过整体阅读梳理文章脉络，巧用思维导图，解读文本逻辑，设计问题连，进行深度阅读，践行学思结合、用创为本的英语学习活动观。切实发展语言能力，培育文化意识，提升思维品质，提高学习能力，是一节高效、有趣的阅读课。1.导入环节。联系生活实际，从世界杯热点新闻出发，通过足球比赛的视频和著名球星的图片拓展其视野，自然导入“足球——球员——失误”话题，步步深入，激发学生学习兴趣。2.读前预测。利用题目和图片，预测文章主旨大意，渗透读前预测的阅读策略，引导学生掌握正确的阅读方法。3.读中分析。先是让学生通过快速浏览，总体阅读文章，引导学生使用略读方式获取语篇中所出现的人物，明确文章结构，把握每部分大意，从而初步了解文章的主旨，为细读文章做准备。接着，引导学生从泛读文章过渡到细读文章。通过问题链的设置，引导学生从第一部分中找出Peter的问题、感受和产生感受的原因，并通过短文填空的方式巩固语言基础。Peter父亲的话是文章的主旨所在，通过同伴合作，鼓励学生找出父亲所提建议，并分析父亲的性格特征，在此基础上提出自己的建议，引导学生灵活运用所学语言，读有所思、思有所得。通过问题链引导学生获取关于队友回应的细节信息，在此基础上，创设合作学习的机会，鼓励学生发散思维，讨论团队精神的具体表现，激发学生的深度思考，适时进行情感教育。同时渗透阅读技能教学，加强学生的语言搭配和词块意识。4.读后总结。引导学生梳理Peter的情绪变化，激发其对Peter变化的思考，训练其辩证思维能力。通过排序和思维导图的方式引导学习整合文章主要信息，再次检查学生对文章细节的获取、理解和复述，巩固语言知识，帮助学生梳理文章内容，提升逻辑、创新思维，