Unit11+Sad+movies+make+me+cry+Section+B+(2a-2e)教學設計 人教新目標九年級英語全一冊

Unit11SadmoviesmakemecrySectionB(2a-2e)教學設計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課后反思本節(jié)課激活了學生的思維，點燃了學生的學習激情，讓學生在真實情景中體驗、參與、學習。通過整體閱讀梳理文章脈絡，巧用思維導圖，解讀文本邏輯，設計問題連，進行深度閱讀，踐行學思結合、用創(chuàng)為本的英語學習活動觀。切實發(fā)展語言能力，培育文化意識，提升思維品質，提高學習能力，是一節(jié)高效、有趣的閱讀課。1.導入環(huán)節(jié)。聯(lián)系生活實際，從世界杯熱點新聞出發(fā)，通過足球比賽的視頻和著名球星的圖片拓展其視野，自然導入“足球——球員——失誤”話題，步步深入，激發(fā)學生學習興趣。2.讀前預測。利用題目和圖片，預測文章主旨大意，滲透讀前預測的閱讀策略，引導學生掌握正確的閱讀方法。3.讀中分析。先是讓學生通過快速瀏覽，總體閱讀文章，引導學生使用略讀方式獲取語篇中所出現(xiàn)的人物，明確文章結構，把握每部分大意，從而初步了解文章的主旨，為細讀文章做準備。接著，引導學生從泛讀文章過渡到細讀文章。通過問題鏈的設置，引導學生從第一部分中找出Peter的問題、感受和產(chǎn)生感受的原因，并通過短文填空的方式鞏固語言基礎。Peter父親的話是文章的主旨所在，通過同伴合作，鼓勵學生找出父親所提建議，并分析父親的性格特征，在此基礎上提出自己的建議，引導學生靈活運用所學語言，讀有所思、思有所得。通過問題鏈引導學生獲取關于隊友回應的細節(jié)信息，在此基礎上，創(chuàng)設合作學習的機會，鼓勵學生發(fā)散思維，討論團隊精神的具體表現(xiàn)，激發(fā)學生的深度思考，適時進行情感教育。同時滲透閱讀技能教學，加強學生的語言搭配和詞塊意識。4.讀后總結。引導學生梳理Peter的情緒變化，激發(fā)其對Peter變化的思考，訓練其辯證思維能力。通過排序和思維導圖的方式引導學習整合文章主要信息，再次檢查學生對文章細節(jié)的獲取、理解和復述，鞏固語言知識，幫助學生梳理文章內(nèi)容，提升邏輯、創(chuàng)新思維，