初中英语人教版（2024）九年级全册Section A教案设计

这是一份初中英语人教版（2024）九年级全册Section A教案设计，共5页。教案主要包含了拓展延伸等内容，欢迎下载使用。

Teaching Aims
Language gals
Ss can learn the stry abut an unhappy king and understand the true meaning f happiness.
Key wrds and phrases
king, pwer, prime, minister, banker, pale, fame, queen, call in, examine, neither…nr…, palace, wealth.
Key sentences
1.This made the queen and his peple wrried.
2.Neither medicine nr rest can help him.
3.Althugh I have a lt f pwer, it desn’t make me happy.
Teaching Difficulties
Ss are able t retell the stry lgically and retell with given phrases which are the key pints in this class.
Teaching Aids
multimedia curseware r ther realia that the T needs fr teaching
Teaching Prcedures
Tips
Step 1 Pre-reading
此部分作为引入环节，让学生思考问题：如何做一个快乐的人？通过此问题激发学生的兴趣。
通过看图猜词，帮助学生回忆起本节课的新单词。
Free Talk
Step1: Shw Ss teaching gals.
T: Mrning everyne. Tday we are ging t talk abut feelings.
Step2: Ask Ss t think abut a questin: What can make yu happy?
(Ss can talk abut this questin in grups and ne member can make a summary abut their ideas and share in class. Ss can als share their ideas ne by ne vluntarily.)
Step3: T makes a summary abut this questin by shwing pictures and key wrds.
Pre-reading
Step 1: Shw Ss a picture f a king and ask them t answer the questins.
Q1. Wh is the man?
Q2. D yu think he is happy?
(T can use mre detailed questins (like: what kind f man is he?) t lead Ss t describe the king with mre wrds.)
Step 2 While-reading
First Reading环节教会学生阅读策略skim。
Secnd Reading环节教会学生阅读策略scan。
让学生学会找文本细节。
Third Reading环节，通过问题层层深入，帮助学生对文本进行深度思考，如何成为一个快乐的人？
While-reading
First Reading
Step 1: Ask Ss t skim the passage and divide the passage int fur parts accrding t the related meaning.
(T telsl Ss what skim is: t read fast and find the key wrds. Ss share the structure f the passage accrding t their wn understanding & T gives guidance. In the end, T shws Ss the right structure. )
Step 2: Ask Ss t summarize the ideas f the fur parts.
T: We have divided them int fur parts. S can yu use ne sentence t summarize each part? Yu can discuss it in yur grups and then we share tgether.
(T can teach Ss sme reading skills, e.g. use the key wrds r key sentences t make a summary. If Ss can’t summarize crrectly, T shuld lead Ss t find ut the key sentences. T can als use a mind map t shw the main ideas f each part n the bard.)
Para.1:
Para.2:
Para.3-5:
Para.6:
Secnd Reading
Step 1: Ask Ss t scan para.1&2 and answer 4-w questins.
Q1: When did the stry happen?
Q2: Where did the stry happen?
Q3: What’s wrng with the king?
Q4: What did the dctr say?
(T tells Ss what scan is: t read carefully and find the details f the passage. The stry is easy, s Ss can read independently and share ne by ne. If necessary, T can crrect Ss’ prnunciatins while they are answering the questins.)
Step 2: Ask Ss t scan para.3-5and fill in the blanks.
T: In paragraph 3 t paragraph 5, three peple are mentined — the prime minister; the king’s banker; the palace singer. What d they have? Are they happy? Why are they unhappy? And What are they wrried abut? Read this part carefully and fill in the blanks.
(Since the table nly shws the key wrds, Ss may nt understand the meaning f each blank, s T can ask them with full questins.)
Step 3: Ask Ss t scan para.6 and fill in the blanks.
T: What is the end f the stry? Let’s read paragraph 6 carefully and fill in the blanks.
(This part is very easy, T can ask sme B-level Ss t share answers.)
(During the scanning part, T can draw the mind map n the blackbard first, then ask Ss t cmplete the mind-map. In the end, T can guide Ss t retell the stry accrding t the mind map.)
Third Reading
3a
Step1: Ask Ss t read the stry in grups and answer the questins.
Q1. Can medicine help the king? Why r why nt?
N, it can’t. Because there is nthing wrng with his bdy. The prblem is in his mind and n medicine can help him.
Q2. Why des pwer nt make the prime minister happy?
Because he is always wrried abut lsing his pwer, and many peple are trying t take his psitin.
Q3. Why des mney nt make the banker happy?
Because he is always wrried abut lsing his mney, and smene tries t steal his mney every day.
Q4. Why des fame nt make the singer happy?
Because he is always wrried abut being fllwed by thers, s he cannt be free.
(When Ss are sharing the questins, T can explain new wrds, phrases and sentence patterns in the passage. If necessary, T can explain sme sentences which are difficult t understand. T shuld als guide Ss sme reading strategies like: find the answers paragraph by paragraph.)
3b
Step 2: Ask Ss t finish exercise 3b t check Ss’ understanding t the new phrases.
Answers: 1. didn’t feel like eating 2. was called in 3. examine
lsing ... pwer 5. take my psitin
Step 3 After-reading
3c
Step1: Ask Rle-play the stry in grups.
(In rle-playing part, T can number the members in every grup. Ask NO.1 t rle-play the king, N.2 t rle-play the queen, N.3 t rle-play the dctr, N. 4 t rle-play the prime minister, N.5 t rle-play the king’s banker, N.6 t rle-play the palace singer, N.7 t rle-play the king’s tp general, N.8 t rle-play rdinary peple, N.9 t rle-play the narratr. When Ss are practicing, walk arund t give mre guidance.)
Discussin
Step1: Ask Ss t think abut the questin again: Hw t be happy? (r What makes a happy persn?)
(Ss may have mre deep thinking after learning the passage. T needs t encurage Ss t give their answers abut the questin. If necessary, T can write Ss’ answers n the bard. Meanwhile, T can share Ss with his / her wn ideas f hw t be a happy persn. In this way, Ss may have a better understanding f the imprtant thing in their lives.)
Language pints learning
(as) pale as chalk的含义和用法
(as) pale as chalk 面色苍白； (as) pale as chalk是一种比喻的修辞方式。此处省略了第一个as。【拓展延伸】英语中表示脸色苍白不能用white，而要用pale。
examine句式的含义和用法
examine 作及物动词，在此处意为“(仔细地)检查；检验”，其名词形式为examinatin。【拓展延伸】examine作动词时还可意为“考，测验(某人)”。
neither … nr …句式的含义和用法
neither … nr …既不……也不……表示否定含义，用来连接两个并列的主语、谓语、宾语或表语等。当连接两个并列的主语时，谓语动词要与邻近的主语在人称和数上保持一致，即遵循“就近原则”。其反义短语是bth … and … (……和……都)，连接两个并列主语时，谓语动词用复数形式。
通过让学生角色扮演，从而对文本有了更深刻的了解，并且让学生对文本中的语句有更加充分的掌握，寓教于乐，这也是学生最喜欢的部分。
讨论环节让学生对于生命中最重要的东西进行更深入的思考，让学生人生观和世界观有更深刻的认识。
本部分language pints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有更加清晰的认识。
Step 4 Exercises & Hmewrk
通过习题让学生对知识点的用法有更加清晰的认识。

Exercises
Step1: Ask Ss t d the exercises n PPT P30-P32.
Step2: T ask Ss t make a summary abut language pints they learned tday.
Hmewrk
Read and recite the passage in 3a.
D the exercises in students’ bk.
Teaching Reflectin
First, mind map is a useful tl t help students retell a passage. Using a mind map, Ss can retell the passage lgically. Secnd, teachers shuld give students mre time t d the language exercises s as t make sure every student has enugh time t practice the target language. Third, mst f the students lve t rle play the cnversatin, s teachers can give them mre chances t perfrm in frnt f the class.