人教新目标版九下英语Unit11SectionB(2a-2e)【教案】

Unit11Sadmoviesmakemecry.SectionB(2a-2e)TeachingAimsLanguagegoalsSscanlearntorecognizeidiomsandphraseswhilereading.Keywordsandphrasesweight,shoulder,goal,let…down,coach,kick,kicksb.off,behardonsb.,besides,teammate,courage,ratherthan,guy,pull,pulltogether,relief,nod,agreement,fault,disappointKeysentences1.Hefeltliketherewasheavyweightonhisshouldersashewalkedhomealone.2.Tohissurpriseandrelief,histeammatesallnoddedinagreement.3.Itmadehimfeelluckytoknowthathewasonawinningteam.TeachingDifficultiesSsareabletounderstandthephrasesinthisarticle&Ssareabletosharethedetailsofthepassage.TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Pre-reading此部分作为引入环节，让学生回忆比赛中发生过的不愉快的事情方便引入主题，并通过此问题激发学生的兴趣。Predict是中考中需要掌握的一个阅读技巧，通过对文本预测，启发学生回忆起之前所学知识。Lead-inTasksSstoshareoneunhappyexperienceinacompetition.Q1.Whathappenedinacompetition?Q2.Howdiditmakeyoufeel?(Pasttensemustbeusedintheirstories.)TasksSstothinkaboutthequestion:Whichdoyouthinkisthemostimportantinateam?(Beforeanswering,TmakessurethatSscanunderstandthefourphrasesbypictures.Ssbrainstormingroupsandsharetheiranswersonebyoneinaline,aroworagroup.)Pre-readingTasksSstopredictsomeinformationaboutthepassageaccordingtothepictureinthetext.Q1:Whoistheboyandwhoaretheotherboys?Why?Q2:Whatteamaretheyon?Why?Q3:Didtheywinthegame?(TusesquestionsabovetoleadSstofillintheblanks.AskSstoobservecarefullyandfillintheblankswiththerightwordform.)Step2While-readingFirstReading环节教会学生阅读策略skim。通过对文本进行段落划分，让学生对文章大意有初步了解。SecondReading环节教会学生阅读策略scan。让学生学会找文本细节。让学生对重点的句型有更清晰的了解和掌握。通过让学生角色扮演，从而对文本有关teamwork的短语和句型进行练习，同时便于老师检测学生还没有完全掌握的部分，寓教于乐，时效性强，这也是学生最喜欢的部分。While-readingFirstReadingAskSstoskimthepassageanddividethepassageintothreepartsaccordingtotherelatedmeaning.(TtellsSswhatskimis:toreadfastandfindthekeywords.TasksSstodividethepassageintothreepartsandusesonesentenceorphrasetosummarizeeachpart.Sscandiscussitwithingroupsbeforesharing.TguidesSstofindkeywordsorrelatedmeaningsineveryparagraph.Sssharethestructureofthepassageaccordingtotheirownunderstanding&Tgivesguidance.IntheendTshowSstherightstructure.)AskSstomatchtheideasofthethreeparts.(TalsoneedstotellSsreadingskillslikefindthekeywordsorsentencestomakeasummary.IfSscan’tsummarizecorrectly,TshouldleadSstofindoutthekeysentencesorphrasesandthentheycanlearntosummarizewell.)SecondReadingAskSstoscanpara.1andanswerthequestions.Q1:What’shismistake?Q2:Howdidhefeelafterthegame?Q3:Whydidhefeelangryandworried?(TtellsSswhatscanis:toreadcarefullyandfindthedetailsofthepassage.Sincethearticleisdifficulttoreadandunderstand,it’sbetterforSstoreadafterT.WhileSsareansweringquestions,Trememberstocorrecttheirpronunciations.Tshowstheanswersofeachquestionandexplainsthedifficultwordsorphrases.)AskSstoscanpara.2-6andfindoutsomeadvicePeter'sfathergavehim.AskSstoscanpara.7-11andcircleTfortrueorFforfalse.ThirdReading2aAskSstotalkaboutthemistakestheyhavemadebeforeandtheirfeelings.Answerswillvary.2bAskSstoreadthearticleingroupsandnumbertheeventsinthecorrectorder.(IfSsdowellinthelastfewsteps,thisexercisewillbeveryeasyforthem.Aftertheanswersareshared,TcanintroduceanewreadingstrategytoSs:RECOGNIZINGIDIOMSANDPHRASES.Sincethiskindofreadingstrategyarenotthekeypointsformiddleschoolstudents,TjustneedstogivesimpleexamplesforSstounderstand.)Answers:2,4,1,3,5AskSstoanswerquestionsin2c.Answers:Hewasangrywithhimselfformissinganimportantgoalandlettinghisteamdown.Hewasworriedthathiscoachmightkickhimofftheteam.Peter’sfatheradvisedhimnottobetoohardonhimselfbuttolearnhowtocommunicatewithhisteammatesandlearnfromhismistake.Suggestedanswers:Yes,itisnopointcryingoverspilledmilk./Itismoremeaningfultolearnfromone’smistakesanddobetterinthefuture.Histeammatesaskedhimnottoworryaboutwhathadhappenedasitwasn’tjustoneperson’sfault.Theyagreedthattheyshouldworktogethertothinkabouthowtheycoulddobetterinthefuture.Hewasonateamthathadgoodteamspirit,whichwouldhelpthemachievesuccessinthefuture.2dAskSstofindidiomsorphrasesfromthestorytoreplacetheunderlinedpartsofthesesentencesin2d.(IfSsdowellinthelastfewsteps,theycanfindoutthephraseseasily.SoTcanchoosedifferentlevelsofstudentstoanswerdifferentquestionsorphrasestomakesuretheymasterthearticlewell.)Answers:missedscoring(that)goallet...downkickedoffbetoohardonyourselfpulltogether2eAskSsrole-playtheconversationbetweenPeterandhisfather.(TgiveSssamples,sotheycanpracticewell.)Step3Post-readingAskSstotalkaboutthequestion:Whatdoesawinningteamusuallydo?(TasksSstofindoutthephrasesinthelastfewparagraphs.AfterSssharedtheiranswers,Tcanmakeasummaryaboutwhatteamspiritsarebyusingexamples.)DiscussionAskSstodiscussotherteamspiritsthatawinningteamneeds.(Sscanhavemoredeepthinkingaboutteamspiritsthroughdiscussion.)Languagepointslearningkeepone’seyesonsth.的含义和用法keepone’seyesonsth.意为“盯着……”；keepaneyeon…意为“留意；照看”。letsb.down的含义和用法letsb.down意为“不支持；使失望”；letsth.down意为“放下；降低；降下”becauseof的含义和用法becauseof是介词短语,意为“因为；由于”,后面可接名词、代词、动名词或what引导的名词性从句等。扩展：1)thanks

to意为

“由于或因为某人（某事）”,通常用于好的方面,译为“多亏”,但有时作反语；引导的介词短语可置于句首或句末。

2)due

to意为“由于；因…...造成”,在句中既可作状语（此时一般不用于句首）,也可作表语或定语；作表语或状语时可将dueto看作是owing

to的同义短语。

due

to除可表示原因外,还有“应给于,应属于”的意思。3)owing

to意为“由于”,引出的介词短语在句中作状语或表语,做状语时,习惯上用逗号和句子其他部分分开。

kicksb.offsth.的含义和用法kicksb.offsth.意为“使某人离开；开除；逐出”,相当于kicksb.outofsth.ratherthan的含义和用法ratherthan常用于平行结构中，连接名词、代词、形容词、介词短语、动词-ing形式和不定式短语等。【特别提醒】ratherthan连接两个并列的不定式短语时，通常省略其后的不定式符号to。讨论环节，通过问题层层深入，让学生对teamwork深度思考，增强对文本情感目标的培养。本部分languagepoints环节中的每个知识点的意思通过文本让学生先行了解，然后通过习题让学生对其用法