_Unit 4 I used to be afraid of the dark (Section B 2a-2e)教学设计 人教版九年级英语全册.docx

Unit 4 I used to be afraid of the dark (Section B 2a-2e)教学设计一、教学目标1.知识目标：(1)通过导入,学生能推测和学习 influence, absent, fail ,in person, take pride in等生词和短语。(2)通过 careful reading，学生能掌握文本的关键词和句子。2. 能力目标:(1) 通过 basic questions的引领和 mind map图示小结，能梳理文章脉络。(2) 通过思维导图，能通过关键词复述文章, 掌握文本结构，归纳故事的核心要素。(3) 通过小组讨论，解决文本的难点，即理清李文出现的三个问题和改变的历程和原因。(4) 通过阅读策略，能准确寻找细节信息、提高阅读速度、提升阅读能力。(5) 通过各种追问，提升思维品质，由文本到生活，发散思维，敢于表达自己的观点。3. 情感态度与价值观:(1) 通过主人公李文出现的问题和变化。(2) 跳出文本，进行语言迁移，学会处理实际生活中出现的问题和变化，了解留守儿童。(3) 能够正确面对自己的问题和改变。学会沟通、发现、理解爱。二、教学重点与难点:教学重点是掌握主人公过去和现在的变化进行对比。教学难点是如何从文本中挖掘出主人公遇到的问题，如何改变及为何改变，学会沟通和理解。三、教学设计Step 1 Free talk & Leading-in1. Introduction & leading -in: “Me too” game2. A short passage: our Change【设计意图】：通过游戏导入，引出used to 和now，拉近师生距离，激发学生兴趣；同时通过新冠对我们的种种改变和今夕对比，铺垫部分生词，扫清部分阅读障碍，然后通过free talk交流，自然引入新课。Step 2 Pre-reading Predict (预测) ：What problems did the boy have?【设计意图】：通过标题和图片预测男孩可能遇到了什么问题。抛出what problems问题，引发思考。为读中环节男孩所出现得问题做铺垫。Step3 While-reading 1.Fast reading:1）How many paragraphs? 2) Put the sentences A-D in correct places. Reading strategy: USING CONTEXT3）The main idea: ago(Para.1-2) a long talk(Para.3) now(Para.4)【设计意图】：通过分段和选句子填空，提供上下文语境这一阅读策略，帮助学生从文章中快速找出有关信息、理解段落大意来锻炼学生速读的能力.同时引导学生概括文章大意，理清文章脉络，为下面的分段阅读做好铺垫。)2. Careful readingTask 1: Read Para.1 and answer questions： What was Li Wen like when he was a little boy? What happened a few years ago? How did he feel?Thinking: Why did Li Wen feel lonely and unhappy? 引出 the “left-behind” children留守儿童If you are unhappy, what will you do?【设计意图】：通过三个基础问题,把答案关键词进行串联，形成思维导图，便于学生直观理解；通过追问Why did Li Wen feel lonely and unhappy?补充留守儿童背景知识，通过追问If you are unhappy, what will you do?来进行迁移，联系学生生活实际，启发学生思考。Task 2: Read Para.2 and answer questions How did Li Wens unhappiness influence(影响) him? What did his parents decide to do ? Why was life there difficult?Thinking: What did he want to do?What did his teacher advise his parents to do?Why did the parents need to talk in person with Li Wen? (Problems are worse, Li Wen Need help)【设计意图】：本部分是本节课的难点。因文本内容较长，生词较多. 所以采取抽丝剥茧分层处理：通过第一个问题，归纳得出Li Wen 的 problem 2 :study.通过第二、三个问题，归纳得出Li Wen的 problem 3 :life.通过追问Why did the parents talk in person with Li Wen?得出第一、二段的思维导图。学生直观看到Li Wen从 feelingstudy-life这三个问题层层推进，愈演愈烈，需要父母的帮助，为下一段其父母与 Li Wen谈话沟通做铺垫。Task 3: Read Para.3 and answer the questions.What did Li Wen say after a long talk?Thinking: Are these parents love【设计意图】：这一段是 Li Wen改变的转折点，起着承上启下的作用。重点是强调 Li Wen理解了父母对他的爱。在基础问题后，我设计了一个思考题。检验学生是否理解了父母对孩子的爱。目的是通过 Li Wen父母对他的爱，让学生理解父母爱的方式可能不同。引导学生联系自己实际用心去发现，去感受父母深沉的爱。过渡：After a long talk, were his problems solved?Task 4: Read Para.4 and fill in the blanksParents had more _than they used to.feeling: “Im much _ now.”study: “I _even_ than I used to”.life: He has become _ and _.【设计意图】：第四段是LiWen现在的变化。比较零碎。所以设计表格，归纳分类。紧扣之前LiWen的三个problems.这样便于学生将LiWen现在与过去进行对比。Step 4 Summary1.Summary of the story and retell:2. Emotional education: Watch a video.【设计意图】：通过总结文本的结构，梳理故事发展的脉络；通过总结文本的内容，回扣主题改变。最后通过视频进行情感升华，鼓励学生正视成长中的问题，学会改变，沟通，理解。Step 5 Post-reading ( Discussion & Writing)1.Discussion1. What did you use to be like?2. What about now?3. What is your biggest change? 4. Why did you change?My Change I used to _. Now I _. My biggest change was _. Because _.【设计意图】：该部分由文本到生活。小组讨论学生自己的变化.思维导图自然过渡到写作。Step 6 Homework 1. Send a card to your parents.Dear Mom/Dad,I want to say: _I can do these:1._2._3._2. Sing a song to your parents<听我说谢谢你>【设计意图】：理解感恩父母，改变从现在开始，让学生给父母送一个卡片，一起学唱手势舞。让学生学以致用，学会沟通、理解、表达爱。