人教版九年级英语 Unit 4 He Studies Harder Than He Used to Section B 2b 教学设计

Unit 4 He Studies Harder Than He Used to Section B 2b 教学设计 Teaching Aims 1. The main task (Outcome) The students will be able to understand the love from others through sharing stories. The main purpose of this period is to hel p students realize the importance of communication and understanding in LOV E. 2. Language focus:The students will be able to knowthe meanings of the follo wing words and phrases: be proud of; fail; influence; be absent from; in perso n “Guessing the meanings of new words and phrases by using context”°is a key reading strategy while reading this passage. The teacher will first guide students to get the meanings of words within the context and then design a summary filling as a consolidation. 3. Language skills and goals 1)The students will be able to practice the common skills of predicting, skim ming and scanning; 2)The students will be able to better understand the story through critical thinking. 3)The students will be able to express their love to the people around them. Except the common reading skills such as predicting, skimming and scanning, this period also intends to develop students’ critical thinking by think-pair-share to understand the story and the ideas behind it mo re deeply 4. Learning Strategies 1)The students will be able to read carefully for the reason, the development t(how) and the result(what) in the story (阅读策略); 2)The students will be encouraged in groups to have discussions and role-play. (情感策略) This passage is a story which is different from other types, so the teacher sho uld pay more attention to guiding students to learn how to fully understand a story by reading its background, development, reasons and results. Activities need to be carried out individually and in groups. 5. Affection 1) The students will be able to feel the importance of communication and und erstanding ; 2) The students will be able to feel the love around them. As for the affection goals, besides the realization of the importance of c ommunication and understanding, the ability and awareness to feel the love around the students seems more important. Difficulties The students might find it difficult to understand the story deeply except the surface of the story itself. Although the story itself is not difficult, it’s not so easy for students to fully understand the ideas behind it. 教学过程设计 Step 1：Warming-up and lead in Present some pictures of left-behind children. T: Look at the pictures. Who are they? S: Left-behind children. T: How much do you know about them? Shy , quiet, poor, lonely, unhappy. They have much housework to do. They have problems in school. T: Why do they have problems? Can they change? How can they change? Let’s read Li Wen’s story and we may find the answer. 设计意图：以呈现留守儿童的照片来引入话题，同时激活学生的一些背景知识， 为下文的阅读做好铺垫。 Step 2：Before reading T: Before reading a story, we can guess the main idea of the passage by reading the title and picture. Let’s look at the title and the picture, can you guess the main idea of the passage? S:Yes.Choose B Problems and changes(此处板书)设计意图：读前进行主旨大意的 预测。快速获取有用信息。 Step 3 Fast reading T：Now let's read the story. There are some sentences miss ing in the passage. Please read quickly and put them in the correct places. You can use the sentences before and after it. Check the answers. And ask students how do they do that ？ Which sentence help you? 设计意图：快速浏览文章，获取大意。 Step 4 Careful reading：1. T: Now we have got some general idea about the story. Then do you want to know about it？Please read paragraph 1 and find more information about Li Wen. 设计意图：通过阅读第一段，完成背景卡片，获取细节信息。Ask student to complete the card. 2. T: We know that Li Wen is a good student. But then something happened. What happened? Students answer: His parents went to the city to look for job, and his parents came to look after him. He missed his parents and felt lonely and unhappy. 3. T:So, let’s think, Li Wen missed his parents all day, could he still do well in school? Then what changes did he have ? Read paragraph 2 and find out the answers. Students answer. T: When he had these changes, what did his parents do? Students answer. Boarding school. T: Do you know a boarding school？His parents think that this solution could help their son. Was is useful？ Let's go on reading paragraph 2 and find out. Students answer. T:The boarding school didn’t help Li Wen. How was his life in the boarding school? Students answer. T: This time Li Wen told his teacher, what his teacher do ? And what did his parents do? His teacher called his parents. And his parents came to the school and had a long talk. 设计意图：通过抛出一系列问题，引导学生细读文章第二段，获取更多信息， 进一步了解故事的发展情节。 4：Group discussion and role play. T: Here, let’s guess, what the long talk might be? What questions did they ask each other? Discuss with group members and choose two members to role play it. Use the phrases to help. 设计意图：通过小组合作的方式，讨论 long talk 的内容，加深对文章的体会， 同时又可以练习口语表达。此处设成短语填空的形式，既降低了学生表达的难 度，又能够很好的练习几个短语的用法。 5: T: Let’s come back to our story. They had a long talk. Did this solution work? Let’s read paragraph 4 and find out. Students answer. Step 5 ：After reading 1. By now, we have learned the whole story, let’s try to recall it.(板书 boarding school 和 communication.) 设计意图：通过梳理文章脉络，回忆文章内容，进一步加深理解。 2. After reading the story, what can you learn?( 板 书 )Communication is very important. It’s a good way to solve problems. 3.Let’s know more Nowadays，with the Project Hope and targeted poverty alleviation program，many people choose to return home，children can stay with their parents. There will be fewer and fewer left behind children in the future. 设计意图：将文中故事与现实生活相联系，使学生了解更多有关留守儿童的问 题。引起的他们的思考。通过展示留守儿童苏明娟的照片，与课前的导入首尾 呼应，又体现 changes 的话题，并未下面的写作进行铺垫。 Step 6: Writing: How have you changed 设计意图：设计写作的环节，学以致用，锻炼写作能力。 Step 7: Homework 设计意图：通过课后作业的布置，学生进一步加强听和读的练 习。有能力的学生可以尝试复述故事