Unit4SectionA3a3c教学设计人教版英语九年级全册

人教版英语九年级Unit4教学设计年级九年级科目英语授课人王娟时间课题名称Unit4.Iusedtobeafraidofthedark.?课时SecA3a3c学情分析初三有一定的认知基础，学习能力，态度，习惯比初一、初二学生好，但也自控能力不高，注意力分散，学生有了一定的基础知识和听说、以及阅读能力，具备了初步的合作探究能力。本单元是让学生能够描述自己的过去和现在的变化，并会运用usedto相关句型。所以课堂教学任务要充分调动学生的积极性，活动设计的问题要有梯度、低起点、多层次，满足不同学生的需求，通过多媒体课件和教师亲和力的语言，增强兴趣和注意力，让每个学生都体验到学会知识的快乐。二、学习目标及依据1.语言目标(1)单词及短语：takeup,dealwith,daretodosth.,not.anymore,crowds,explain,tonsof,worryabout,private,hangout,guard,fighton,makeittothetop.(2)学习重点句型：Candytoldmethatsheusedtobereallyshyandtookupsingingtodealwithhershyness.Ididn'tusetobepopularinschool,butnowIgettonsofattentioneverywhereIgo.IalwaysworryabouthowIappeartoothers,andIhavetobecarefulaboutwhatIsayordo.Youneverimaginehowdifficulttheroadtosuccessis.2.能力目标①能够运用略读，扫读法阅读并理解关于Candy的个人经历的变化。②能够在短文中找到并运用关于个人经历变化的语言结构。3.情感目标让学生明白事物是在不断发展，变化的道理，培养学生积极向上的心态，也让学生明白成功的道路不是那么容易的。三、重难点重点掌握本课时的生词和词组，达到熟练运用的目标。阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。难点1.运用思维导图来复述整篇文章。2.用描述人的个性的词汇来描述人的变化。四、教学活动及设计思路教学环节教学内容设计目的Step1.Warmingup&LeadinginGreeting(Doyouknowwhatfestivalitwillbe?Double11)Introduceafamousperson—MaYunShowapictureofMaYunandwatchavideoofhim.T：Doyouknowwhatheusedtobe?S:Heusedtobepooranddidn’tfindagoodjob,thelifeusedtobedifficultandhefeltfrustrated.T:Howishislifenow?S:Hedarestospeechinfrontofcrowdedandheispopularandgettonsofattention.T:Fromhisstory,wecanknowthatsuccessisnoteasy.TransitionThereisagirlwhohasasameexperienceasJackMa.ToactivateSs'interest，toexpandSs'knowledgeafterclass.激发学生学习兴趣，扩充学生的课外知识。Tolivenuptheclassroomatmosphere，toleadtothetopic.激发课堂气氛，从马云的经历引出本文章主题。Toleadinthereadingnaturally，tohelpreadthepassageeasilybyconnectingtheirexperience.自然过渡，为阅读做准备，通过联系两人的经历使学生阅读起来更容易。Step2Prereading1.AskSstolookatthepictureandtitleinthepassage.T:Whatisthepassageaboutfromthetitleandthepicture?2.Learnabouttheinformationfrompassage.Thetypeofthepassageisan_______"I"maybean_________CandyWangisa_________Step3WhileStep3Whilereading1.Scanthepassageandmatchthemainideaofeachparas.T:Howmanyparasarethereinthispassage?S:Three.T:Oneminuteforyoutoscanthepassageandnumberthemainideaofeachparagraphin3a.(Youshouldpayattentiontothefirstsentenceorthelastsentenceofeachparagraph).__2__howCandy'slifehaschanged__3__Candy'sadvicetoyoungpeople__1__Candy’sbackground（背景）2.carefulreading（1）ReadaloudPara.1togetherandanswerthequestions.T:WhatcanyouknowaboutCandy'sbackground?Q1.WhatdoesCandydo?Q2.Whatdidsheusetobe?Q3.Howdidshedealwithhershyness?(Ok,washerlifethesameordifferentaftershebecamefamous?Nowreadpara.2)（2）ReadPara.2loudlybyyourselfandfillinthechart.(Youcandrawalineonyourbook.)Q1.HowmanywaysdidCandydescribeherchanges?(goodthingsandbadthings)Q2.HowdidCandydescribeherchangesfromgoodthingsandbadthings?(G1&2findoutgoodthing,G3&4findoutbadthings)GoodthingsBadthings1)Beabletotravelandmeetnewpeopleallthetime.2)Gettonsofattentioneverywhereshegoes.1)Alwayshavetoworryabouthowsheappearstoothers.2)becarefulaboutwhatshesaysordoes.3)Don’thavemuchprivatetimeanymore.4)Therearealwaysguardsaroundher.（3）ReadaloudPara3togetherandfindouttheanswer.T:Doyouthinkitiseasytobeefamous?Nowreadpara.3andfindoutwhatdoyoungpeoplehavetodotobeefamous?1.Youngpeoplehavetobepreparedto______________________________.2.Theroadtosuccessisso___________.3.Theyreallyrequire_________________________.4.Onlyasmallnumberofpeople_______________.(4)Readcarefullyandsilentlyagainandplete3b.1.Sheusedtobeshy,butnowshe'snotshy__________.2.Shedidn'tusetobe_________inschool,butnowshegetslotsofattention.3.Sheusedto_________withfriends,butitisalmostimpossiblenow.4.Shedidn'tuseto___________howsheappearstoothers,butnowshedoes.Step4PostreadingStep4Postreading2.Retellthepara.2togetheraccordingtomindmap3.DiscussionT:Ifthereisachanceforyou，wouldyouliketobeapopstar？Sublimateemotion：Theroadtosuccessisnoteasy,butneverunderestimate（低估）yourpowertochangeyourself!Believeinyourselfandnevergiveup,notingisimpossible!Step5SummaryStep5SummaryAskstudentstosummarizewhatwehavelearnedinthisclass.Step6HomeworkLevelA:1)RetelltherestofthepassageaccordingtothemindStep6HomeworkLevelB:1)Readthepassagealoud.2)writeatleast5sentencesaboutyourchangesoryourdreams.TotrainSs'abilityofskimming;tohelpSspredictthecontentofthepassage.训练学生略读的能力，可以预测文章的内容。TocheckwhetherSshaveprehendedthetypeofthepassageandthecharacters;tohelpSshaveabetterunderstandingofthepassage。检查学生是否理解这篇文章的题材和人物的身份，帮助学生对文章有更好地理解。TohelpSsgetaclearstructureofthepassage；tohelpSsscanningeasily.帮助理清文章结构。使学生寻读起来更容易。TohelpSsunderstandthePara1byaskingquestions;tohelpSsfindoutCandy’schanges.通过问答方式帮助学生理解Para1的内容，有助于学生理解Candy的改变。TocheckwhetherSshaveprehendedPara2byaskingquestions;tolearnthegoodthingsandthebadthingsCandymeetsbyfillingtheblanks,andhelpSsunderstandthetopic——theroadtosuccessisnoteasy.通过问问题检查学生对Para2的理解，通过填空帮助学生理解Candy成为明星后遇到的好事和坏事，让学生理解主题——成功的道路并不容易。Tosummarizetheadviceforyoungpeople,tostrengthSs'memory,tohelpformSs'attitude.总结文章中给年轻人的记忆，有利于加强学生的记忆力，也帮助形成学生的价值观。Pairwor