英語人教版九年級(jí)全冊(cè)U1 3a.docx

人教版九年級(jí)Unit1 How can we become good learners?閱讀課教學(xué)設(shè)計(jì)1、 教學(xué)材料本次課程授課年級(jí)為九年級(jí)，教材為人民教育出版社英語，2014年3月第1版第3頁，Unit1 How can we become good learners?。本單元主題為“如何成為一個(gè)優(yōu)秀的學(xué)習(xí)者”，本次課型為閱讀課。 二、教學(xué)內(nèi)容分析第一單元的reading部分是一個(gè)以時(shí)間順序?yàn)橹鞯挠洈⑽?，講述了衛(wèi)芬如何學(xué)習(xí)英語的故事，并由此引發(fā)了如何抓住興趣點(diǎn)轉(zhuǎn)變學(xué)習(xí)英語態(tài)度的思考。整個(gè)單元圍繞著如何成為一個(gè)優(yōu)秀的學(xué)習(xí)者展開，包含了許多學(xué)習(xí)英語的方法，值得學(xué)生的借鑒參考。同時(shí)，也通過衛(wèi)芬英語學(xué)習(xí)的轉(zhuǎn)變提示學(xué)生學(xué)習(xí)態(tài)度不是一成不變的，是可以改變的。課文中也呈現(xiàn)了by+動(dòng)詞ing形式的用法，復(fù)習(xí)鞏固了上節(jié)課的內(nèi)容。三、學(xué)情分析較之同齡學(xué)生，該班學(xué)生英語水平偏上，學(xué)習(xí)成績(jī)較好。學(xué)習(xí)積極，樂于討論和探索，對(duì)于英語學(xué)習(xí)有熱情。（1）知識(shí)儲(chǔ)備：學(xué)生經(jīng)過上一Section的學(xué)習(xí)，已經(jīng)初步了解by+動(dòng)詞ing形式的用法和一般過去時(shí)的用法，并接觸了大量含有by+動(dòng)詞ing形式的句子，為本課時(shí)繼續(xù)學(xué)習(xí)by+動(dòng)詞ing形式做了語言知識(shí)的鋪墊。（2）能力水平：積累了一定的閱讀技巧，但閱讀時(shí)有效利用文章中各種細(xì)節(jié)支持自己的觀點(diǎn)的意識(shí)仍不夠強(qiáng)。（3）學(xué)習(xí)習(xí)慣和興趣：平時(shí)上課態(tài)度認(rèn)真，課后相互討論。（4）學(xué)習(xí)困難：學(xué)生可以較易地理解句子與句子之間的關(guān)系，但在文章的整體結(jié)構(gòu)、段落之間的結(jié)構(gòu)的邏輯聯(lián)系上，理解能力稍弱。四、教學(xué)目標(biāo)1. 語言能力：（1）能夠看懂、理解記敘文的行文結(jié)構(gòu)；（2）能夠通過閱讀掌握文章所表達(dá)的價(jià)值觀和by+動(dòng)詞ing的用法； （3）能夠以短句或文段的形式表達(dá)自己對(duì)英語學(xué)習(xí)方式的意見。2. 思維品質(zhì)：（1）能夠從文章中的過渡詞判斷文章的行文結(jié)構(gòu)，結(jié)合圖表判斷文章的體裁；（2）能夠通過對(duì)比主人公前后學(xué)習(xí)態(tài)度的轉(zhuǎn)變，發(fā)掘?qū)W習(xí)方式的多樣性，利用有 效信息解決問題，從而訓(xùn)練學(xué)生的批判性思維。3. 文化品格：能夠打破部分學(xué)生“學(xué)習(xí)方式轉(zhuǎn)變不了”的思維定勢(shì)，體會(huì)學(xué)習(xí)方式轉(zhuǎn)變后帶來的學(xué)習(xí)樂趣，了解到興趣是最好的老師；并學(xué)習(xí)記敘文起因、經(jīng)過、結(jié)果的思維過程，能夠嘗試對(duì)任務(wù)進(jìn)行客觀判斷與綜合提議。4. 學(xué)習(xí)能力：（1） 能夠運(yùn)用圖表，對(duì)閱讀材料進(jìn)行加工，從而幫助其了解各種英語學(xué)習(xí)方式的特點(diǎn)和適用情況；（2） 能夠通過自我思考、小組討論對(duì)信息和不同需求作出配對(duì)和綜合考慮，完成課后布置的小作文。五、教學(xué)重點(diǎn)、難點(diǎn)教學(xué)重點(diǎn)：掌握記敘文的行文結(jié)構(gòu)，學(xué)習(xí)在口語和寫作中使用。教學(xué)難點(diǎn)：歸納和判斷所掌握的信息，并有效輸出。六、教學(xué)設(shè)計(jì)理念新課標(biāo)的重要方向之一便是發(fā)展思維能力。本課基于任務(wù)型教學(xué)法和情景教學(xué)法，通過對(duì)比、判斷、評(píng)價(jià)等手段讓學(xué)生在習(xí)得語篇知識(shí)的基礎(chǔ)上，也發(fā)展學(xué)生的思維能力。同時(shí)，本課還通過一系列理解性問題，巧妙設(shè)問，構(gòu)建認(rèn)知沖突，發(fā)展學(xué)生的自主學(xué)習(xí)能力。本課基本落實(shí)在讀前、讀中、讀后三大步驟上，具體落實(shí)在情景導(dǎo)入、比較和識(shí)別、歸納和判斷、討論和評(píng)價(jià)以及課后作業(yè)這五大環(huán)節(jié)上。七、教學(xué)過程Step 1: Lead in Activity 1: watching a short movie Process: Teacher plays a short movie about Toy Story. And then asks students to predict the topic according the title and the movie. Under the guidance of teacher, students discuss possible answers in pairs. Then teacher presents and leads into this articles topic.Aim: To arouse students interest in the topic of how to learn English.Step 2: Comparing and identifyingActivity 1: filling the blankProcess: After first reading, teacher ask students to comparing Wei Fens different attitudes of English class and filling the blank. Then check the answer and supporting details.Aim: To help students comparing two different attitude and to develop students ability to judge relevant information.Activity 2: Identifying genreProcess: Teacher ask students how this article is organized, and what the genre it is. Students can bring out their answers by teachers questioning. Then teacher give an instruction of time clues,such as “Last year”、“Then one day” and “ Now” to help students get the correct answernarration.Aim: To strengthen students ability to identify the genre using the time clues.Step 3: Concluding and judgingActivity 1: filling the mind map of the structureProcess: After a careful reading, teacher ask students to fill the mind map on the PPT. Students think about the question, and recognize which part of the passage is origin, which is bottom and which is result. Finally summarize the general idea together.Aim: To promote students understanding of logical relations between each part. Activity 2: matching gameProcess: Teacher ask students “How can Wei Fen learn English by watching English movies?”, then show the matching phrases to help students solve this problem. Students find details in the passage to support their answers.Aim: To develop students ability to judge relevant informationStep 4: Discussing and assessing Activity1: group discussion and assessmentProcess: Teacher offer a topic “If you have a friend, he has a problem in learning English, now he ask for your advice to help him learn English, please give him some advice.”, then students discuss this topic in 4 people a group and write down their advice. Teacher ask one student of each group to present their ideas, then invite one student to assess his/her ideas whether they are practical.Aim: To put what students have learned into practice and consolidate their understanding of learning， and to prepare them for the following homework.Step 5: HomeworkActivity1: writing a short reply letterProcess: Teacher ask students to write a short reply to the friends in Step4, and offer some useful expressions to help students finish this letter. Students can choose some advice they got in Step 4 and expressions to finish this homework according to his/her friend s actual situation.Aim: To consolidate what they have learned about choosing a proper way to learn English and