Lesson19教学设计 冀教版英语九年级全册.docx

Lesson 19 A story or a poem?一'语篇研读What：本课语篇是Jenny、Danny和Brian有关写故事还是写诗的对话。 Jenny、Danny和Brian这周学习了诗歌和故事。他们的老师考克斯让他们写 一个故事或一首诗。布莱恩开始写他的诗。詹妮认为写故事比写诗容易。但 是丹尼认为写诗比写故事容易，并向Jenny和Brian展示了自己写的诗：The DonutoWhy： Jenny> Danny和Brian在现实生活情境中的对话可以帮助学生了 解故事和诗的不同，以及它们各自的特点，培养学生自己写一个故事或一首 诗的能力。How：语篇是以对话的方式呈现的。由于是与朋友对话，对话体现了非正 式语体的主要特征，朋友之间语言痛快直率。对话可以分为两个部分：第一 部分主要是彼此询问是否已经完成考克斯老师布置的英语作业；第二部分主 要是Jenny和Danny两个人表达写故事和写诗哪个更容易，故事和诗的不同。 其中，写故事的特点的语言表达，如“Compared with poems, stories usually have longer passages. ” “Every story must have a beginning, a middle and an end. ” “It takes too much time to write a story. ” “ But a story doesn5 t limit you like a poem does. "，以及写诗的特点的语言表达，如： “With poems, you need to think about format, rhyme and meaning. ” “You must use words very carefully because so few words are used in poems. ” "Every word must have power and meaning. » “If you think about it, it can take a long time to come up with the right words. ” 等。对话中Jenny、Danny和Brian使用现在完成时的疑问句Have you finished your English homework yet, Brian?询问是否已经完成英语作业。二' 教学目标通过本课的学习，学生能够：1 .在听、读、说的活动中，获取、梳理对话中三人讨论故事和诗歌的差 异；（学习理解）2 .在教师的帮助下，分角色表演对话（程度较好的学生可以尝试转述、 介绍三位同学关于写故事和诗歌的不同看法）；（应用实践）3 .根据丹尼写的诗，自己创作一首诗，并与同学分享自己的新诗；（迁移创新）三' 教学过程（依据教学目标设计教学活动）【教学目标】1.在听、读、说的活动中，获取、梳理对话中三人讨论故 事和诗歌的差异；【教学活动】1.学生思考并向同学们简单分享自己最喜欢的故诗或诗歌; 之后欣赏一首诗歌，体会诗歌之美。Do you have a favourite poem or story? What is it?Have you ever tried to write a poem?Dawn of Spring （春晓）I wake up at the dawn of Spring,And hear the birds everywhere sing.As sounded the wind and rain on night,I wonder how many blooms alight.4 .学生跟读三遍单词，利用五分钟时间记忆单词，之后教师提问单词， 轮流朗读拼写单词。compare passage limit format rhyme although Effort fat Aloud compared with.5 .学生听磁带并跟读，大概理解对话的意思，提取关键信息，完成下面 两个问题。Listen and answer the questions.1 .Do you think it easy to write a poem?2 . What does Danny think of writing poems?4 .学生通过阅读，获取并概括关于课文大意的基本信息，并完成填空。Read the lesson and fill in the blanks with the correct words.Brian, Jenny and Danny learned about poems and stories this week. Their teacher, Ms. Cox, told them to write a or a poem. Brian startedwriting his. Jenny thought it was easier to write a story than to write a poem. But Danny didn' t think so. He said, "with poems, stories are usually longer. ” Jenny said, “A story doesn' t limit you like a does. With poems, every word must haveand meaning. Sometimes writing less takes effort than writing ，more.5 .学生获取、梳理、概括、整合关于故事和诗歌的区别，利用思维导图 建构和呈现语篇信息。Read the lesson again and compare poems with stories.a. It must have a beginning, a middle and an end.b. Although it is short, every word must have power and meaning.c. Usually fewer words are used.d. It is longer and has more words.e. You have to think about the format.6 .学生通过小组合作探究,找出文中的重点句子和短语,教师帮助学生 讲解,为学生对文章的理解清除语言障碍。1. Have you finished your English homework yet, Brian? 你已经完 成英语作业了吗，布莱恩？2. I feel that it's easier to write a story.我觉得写一 个故事更容易。3. Compared with poems, stories usually have longer passages. 和 诗比起来，故事通常有较长的章节。4. It takes too much time to write a story.写一个故事 花费太多的时间。5. Although a poem has fewer words, it's not always easier to write.虽然诗有较少的单词，但是写起来并不总是容易的。6. aloud /q laud/ adv.出声地，大声地【效果评价】观察学生回答问题的表现，根据说出的具体单词，了解其关 于故事和诗歌的词汇初备。根据学生阅读后完成练习题的正确度，评价其阅 读理解的能力。观察学生的阅读过程，判断其是否有良好的阅读习惯。【设计意图】教师通过询问学生感兴趣的问题导入新课,调动学生的学 习积极性，激发他们的学习兴趣，锻炼学生的口语表达能力；教师以PPT的形式呈现本课中出现的生词,领着学生们朗读并记忆,为下面的课文学习做 好充分准备；让学生听磁带并跟读,对课文的意思有个大致的了解,对于培养学生的正确发音以及培养学生的听说能力都有重要作用；让学生再次阅 读课文,提取文章的大意,加深对课文的理解；学生对课文内容已经有了一 定的了解,再次细读课文,掌握文章的内容，区分诗与故事的差别。【教学目标】2.在教师的帮助下，分角色表演对话(程度较好的学生可 以尝试转述、介绍三位同学关于写故事和诗歌的不同看法)；(应用实践)【教学活动】基于对话内容，以小组为单位，学生进行角色扮演。程度 较好的学生可以尝试向同伴转述、介绍三位同学关于故事和诗歌的讨论。1. Role play the conversation in groups;2. Role play the conversation in front of the class【效果评价】教师观察学生能否借助板书呈现的语言支架完成角色扮演，介绍对 话内容，根据学生的表现给予必要的提示和指导。【设计意图】本阶段学习活动引导学生在归纳和整理核心语言的基础 上，通过角色扮演使每位学生都能深入角色，运用语言理解意义，促进语言 内化，从学习理解过渡到应用实践。【教学目标】3.根据丹尼写的诗，自己创作一首诗，并与同学分享自己 的新诗；(迁移创新)【教学活动】学生试着用自己的喜欢的单词去改写丹尼的诗，和同伴分 享自己创作的新诗。Try to change Danny' s poem with words you like. Share your new poem with your classmates.When I wake up on a warm sunny morning in spring,A (adjective), (adjective) and(adjective) (food) is my favorite thing.The smell of it gets me up on my feet,Like it' s calling me aloud to eat!With this (adjective) (noun) in my mouth,I like to think about going south.There, with my (person), I can go for a short stay,To sit in the sunshine eating (food) all day!【效果评价】教师观察学生运用所学语言进行创作诗的能力，对有困难 的学生给予指导。【设计意图】学生通过自己写诗，学以致用，培养学生在真实情境中运 用所学语言和文化知识解决实际问题的能力，推动迁移创新。四、板书设计Lesson 19 ： A Story or a Poem?poemsb Although it is short, every word must have power and meaning.c. Usually fewer words are used.e . You have to think about the format.storiesa It must have a beginning, a middle and an end.d. It is longer and has more words.五、作业设计 六、教学反思