九年级上Unit4 I used to be afraid of the dark阅读课教案15.docx

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1、人教版初中英语九年级Unit4 I used to be afraid of the dark.Period4 Reading(2a-2f)教学设计I. Teaching materialThis lesson is based on reading and writing. Students need to find some information by reading. They are also supposed to make a short conversation to show how Li Wen and his parents solved the problem.II.

2、Teaching objectivesKnowledgeStudents are able to master some new words and phrases like be proud of, take pride in, influence, absent, fail , seldom, exactly, in person, examination, boarding school and clues.Ability1. Students are able to find the information by reading.2. Students are able to rete

3、ll the story of Li Wen.Learning strategyStudents will learn to use context to help understand and learn the new words better.III. Teaching focuses and difficulties1. Read for important information; learn to retell the story according to article.2. Learn to use context to learn new words.V. Teaching

4、ProceduresStep 1 Before reading1. Play a short movie of stay-at-home children, and have a free talk about stay-at-home children.2. Show the picture of Li Wen from the text book, and let students guess the problems Li Wen may have.设计意图：通过视频激发学生对留守儿童的关注，进而开展对相关话题的讨论为文本的 阅读做好铺垫。同时呈现一些新单词为阅读扫清障碍。结合图片和标题

5、的预测激发学生的阅 读欲望。 并处理一些生词，如 seldom, fail, examination, take pride in。Step 2: While reading1. There are some sentences missing. Please put the missing languages A-D back in the correct places.2. Finish activity 2c. Underline the problems that Li Wen used to have. You can underline some key phrases. (Par

6、al&2) feel lonely and unhappy became less interested in studying was absent from classes failed his examinations was shy and not able to make friends quickly wanted to leave the school3. Finish activity 2d. Use the context (clues) to guess the meaning of the new words.4. Ask students does Li Wen hav

7、e this problems now? Read Para.3 to find what makes him change.5. Read Para.4 and find what Li Wen is like now.6. Let students think and answer “ What is the most important thing for parents according to Lis story/9设计意图：通过教师设计的阅读活动，引导学生按照课本的顺序了解到李文过去的困难， 引起改变的原因，已经现在的状态。这样条理清晰的阅读，有助于学生清晰了解文本内容， 培养学生

8、通过语境推测词义的阅读习惯。同时，通过教师引导减轻部分学困生在阅读中的焦 虑。处理词汇 be proud of, exactly.Step 3 After reading1. Retell the story according to the main idea of each paragraph on the blackboard.2. Finish activity 2e. First underline the words from the box in the article. Then fill in the blanks. Students can find these words

9、 and phrases are synonym. They can help us learn and use the new words and phrases better.设计意图：两个活动的设计既关注词汇的学习也关注学生对文本信息的再加工。从词的 释义到篇章中词或词组的运用，让学生学习本课时的阅读策略一通过语境来推测词义。而复 述课文则更着眼于检测文本的理解并引导学生运用口头语完成的阅读内容的输出，也让学生 可以尝试使用新词汇来完成这一语言输出。HomeworkLevel A: Finish the word cards with the help of your dictionar

10、y.Level B: Practice the conversation in 2f after class and be ready to show it in the next class. 设计意图：让学生完成influence, pride, proud三个词的词汇卡，是课内词汇学习的延伸，培养学生自主学习的能力。而分角色扮演则更着眼于检测文本的理解并引导学生运用口头语 完成的阅读内容的输出，提升学生的综合语言运用能力。VI. Reflection本节课，我着重于对词汇教学的设计。注重对词汇的分层，将词汇分为了五个层次： 五星级 be proud of, take pride in,

11、influence, absent, fail; 四星级 seldom, exactly; 三星级examination；二星级boarding school; 一星级clues。对于不同层次的词汇有不 同的处理方式和要求。另外教学过程中也注意词汇学习策略的渗透，让学生利用构词法、词 性、同反义词等技巧辅助词汇学习。在词汇教学过程中，注重分时段地呈现、复现词汇，将 其分散于各个环节之中，从而确保阅读本身才是课堂的主角。但是本节课还存在很多问题。如读后词汇练习环节过多。导致课堂时间过紧，流程过 于赶。retell这一环节对于 学生来说，这样的任务还是有很大的难度。而课本2d环节设 计到了读中但是这一环节会打断阅读流程的顺利进行，显得格格不入。但是经过课题组成员 的讨论，这还是一个读后环节。