初中英语人教新目标 (Go for it) 版九年级全册Section B教案设计

这是一份初中英语人教新目标 (Go for it) 版九年级全册Section B教案设计，共3页。

课后反思：
本课是结合本学期英语组进行的“英语阅读教学中有效的思维激发”主题教研活动上的研讨课。上完课之后，在各老师的指正下，有以下几点是值得我自己进行反思的：
如何进行导入
我运用的是关于留守儿童的小短片导入，最后通过与学生进行交流，处理部分新词。但我却忽视了班级情况，事实上班上有很多的留守儿童，如果能从学生的经历引出，我相信会更加有说服力，而且也会更加地自然，更能激发学生说的欲望。
关于如何阅读
在阅读中，我运用了skimming和scanning的阅读策略，但却犯了知识性的错误。Skimming是略读，学生应该很容易就能寻得答案，但是我设计的问题为“what did Li Wen use t be like after his parents were nt at hme?”这个应该要细读之后才能完成。Scanning 是在了解文章的基础上进行的阅读，但是我设计的问题跳跃性太大，导致学生无法回答。
在这次备课过程之中，我的受益很大，既让我提高了我的业务水平，也让我深深地感受了集体的力量。
Teaching cntent
He Studies Harder Than He Used t.
Teaching Object
Students in Junir Three.
Teaching Aims
Criteria (标准)
Ability Aims:
Ss can use the new wrds and phrases freely;
Ss can master the usage f “used t” .
Ss can master the reading strategy f using cntext.
Ss can imprve their reading ability.
Knwledge Aims:
Ss will learn the new wrds and phrases: seldm, influence, absent, fail, examinatin, barding schl, in persn, exactly, take pride in, be prud f, ...
Structures: 1) It is hard t believe that he used t have difficulties in schl. 2) His unhappiness began t influence his schlwrk.
3) Smetimes he was absent frm classes and failed the examinatins.
4) It is very imprtant fr parents t be there fr their children.
Ss can master the usage f “used t”
Ss will master the meaning f the passage.
Emtinal Aims:
Ss will knw t cherish the chance f studying.
Ss will understand their parents better and lve them.
Teaching
imprtant pints
Ss will master the key wrds and phrases in this passage;
Ss can use the reading strategy f using cntext.
Teaching
difficult pints
Ss can imprve their ability f reading and use the reading strategy.
Teaching Aids
PPT
Teaching Prcedures
Teacher’s
Student’s
Purpses
I. Pre-reading activities
1. Warming up. Let Ss t listen t a sng abut the left-behind children.
2. Using sme pictures t lead in sme new wrds and phrases, then teach them.
1. T listen t the sng carefully and answer sme questins.
2. T read and understand the wrds and phrases accrding t the pictures.
通过学生对图片的猜测,这不仅活跃了课堂气氛，更重要的是引出了本课的话题和一部分新单词。帮助学生理解文本主题。
II. While-reading Activities
Part ne: Read fast
1. T present the title, the picture and make students predict sme infrmatin f Li Wen.
2. T let Ss put the missing sentences in the crrect places.
(T guide the students t d it by using the cntext : read the sentences befre and after this sentence)
3. Let Ss read and match the main idea f each paragraph.
1. T lk at the title and picture and predict sme infrmatin f Li Wen.
2. T put the sentences in the crrect places.
3. T read quickly and match.
由利用文章标题及图片来猜测主人公的一些信息，指导学生利用阅读策略（利用上下文语境）来完成选句和选择中心句的练习，帮助学生更好地理解故事的梗概，有助于后一步对课文的深入剖析。
Part tw: Careful reading
1. T read Para 1 and fill in the chart abut “Why did Li Wen becme a prblem child ?”
2. T read Para2 and match the wrds with their meanings.
(T guide the students t understand the meaning frm the cntext)
3. T read Para 1&2 t cmplete the sentences abut “What prblem did Li Wen have? ”
4. T read Para 3 and answer sme questins t see hw“LiWen understands his parents.”
5. T read Para 4 and fill in the charts t see“Hw is Li Wen like nw”.
6.T make sentences abut Li Wen’s change using “used t”.
1. T fill in the chart ne part by ne part.
2. T get the meanings f wrds frm cntext while checking the answer.
3. T cmplete the sentences.
4. T answer the questins.
5. T fill in the chart.
6.T make sentences using “used t”.
运用多种习题形式，让学生细致阅读各段内容并完成相应的练习，使学生能对文章有更好的理解和把握，并在其中渗透阅读策略。
III. Pst---reading Activities
1. T guide the students t understand the lve between Li Wen and his parents, find ut the sentences that shw it.
2. T get students discuss the tpic “My Parents and I”
1. T answer the questins and find ut the sentences.
2. T discuss the tpic.
由李文和他父母之间的爱引入学生及其父母之间的爱，渗透德育：父母爱孩子，孩子应该理解父母。
IV. Hmewrk
Level 1: ①Cpy the new wrds 4 times a wrd.
②Read the passage after class.
Level 2: Write a cmpsitin abut Li Wen’s change.
“ Hw Li Wen Has Change!”
家庭作业是课堂教学在课外的延续，也是对课堂内容的进一步巩固,通过写作为3b的写作做好准备。