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Unitl1Sad moviesmake mecry SectionB2a-2e教学设计Analysis ofmaterialThe topicof thislesson revolvesaround the story of the littleboy Peter,and heis verydepressedafter loss.But Dad*s encouragementand teamunderstanding helpedhim getoutof theshadows andbuild confidence.Based onthe story,force studentsto learnthe usageof make make+sb.do sth.And make+sb.adj.,and userecognizing idioms.Analysis ofstudentsInthe previousfew lessons,students haveembarked ona certainjourney onthedifferent emotionsand feelingsbrought bydifferent things.The languageinput andoutputof thedegree canuse thedynamic usageofmake.There issome knowledgereserve totalkabout theimpact ofthings onpeople.The ninth-grade studentshave masteredcertainreading skills,the contentof thislesson isclose tothe studentslife.The sectionis fascinatingand easyto arousestudents1ideological resonance,sostudents canenter the text quicklyand analyze the text.Teaching ObjectivesLanguageability:
1.To beable tounderstand the passage aboutPeter.
2.To beable tocomplete atimeline and the mindmap.Learning ability:
1.To cooperatewith groupmembers andretell thepassage.
2.To improvereading ability.Thinking quality:To analyzeand masterthe structure ofthepassage.Cultural awareness:To knowwhat spiritswe canlearn fromthe story.Teaching focus
1.To understandsports spirit.
2.To masterreading skillsTeachingTeaching activitiespurposestepsLead-in
1.Enjoy thevideo ofFIFA WorldCup Qatar
2022.Connect withthe reality
2.Talk aboutthe soccergame.of life,from FIFA
3.Look atthe picturesand talkabout someWorldCup Qatar2022soccer stars.of hotnews,through
4.Watch avideo aboutthe mistakeson soccerfbotball-soccergames.players-failure^to
5.Share studentsfeelings.arouse theinterest inlearningPre-reading
1.Draw intoPeter and his soccerteam.Train Ssability in
2.Look atthe titleandthepicture,guess whatthe gettingthe mainidea ofpassagemainly aboutthepassage
1.Fast-readingWhilere Fastreading aimsatading
1.Read thepassage quicklyand answerthe threedeveloping students!questions.reading skillsofscanning paragraphs1How manycharacters arementionedand theability toanalyzetext structure.2How manyparagraphs arethereTrain Ssability ingettingspecific3How manyparts canit bedividedinformation aboutthe
2.Learn thestructureofthetext.feeling of Peter.
3.Sum upthe mainidea ofeach part.IL Careful-reading l.Read Part1and tryto findoutPeters problemand sumup Petersfeelings.Train Ssability ingettingspecific1What happenedto Peterinformationabout theadviceofPeter9father.2How didPeter feelafter hemissed agoalTrain Ssability ofgettingspecific3Why didPeter feelangry andworriedinformation aboutthe
2.Read thePart2carefully andwork inpairs toencouragementfromfind outthe father^advice andanalyzethePetersfathers characteristics.teammates1What isPeter fathersadvice2What doyou thinkof hisfather3What isyour advicefor Peter4What didPeter doafter listeningto hisfatherWork inpairs androle-play Peterandhisfather.Two minuteslater,somepairs showtheir workin class.
3.Read Part3and answerthe questions.1What didPeter doto histeammates2How didPeter communicatewith histeammates3What happenedafter Petertold histeammates thathe wassorry4What didPeters teammatessayWork ingroupsand havea discussionAfterreading
1.Idioms.Train SsReading1Work on2d.Find idiomsor phrasesfromability.the storyto replacethe underlinedparts ofthesentences.2Add moreidioms forSs toaccumulate.
2.Retelling.Train Ssability inretellingthestorywith1Number theevents inthe correctorder.the helpof mindmap.2Complete themind-map.
3.Further thinking.1From Petersstory,can youfind outthechanges ofPeter*s feelingTrainSs extensivethinking.2Why didPeter havethe changes3If youare oneof Petersteammates,whatwould yousay toPeterTrain Ssability inexpressingownopinionsSummary
2.The spiritlearning:Dont beafraid ofmistakes,your pastmistakesare meantto guideyou,not tearyou down.Homework
1.Find moreEnglish idiomsafter class
2.Thinkof yourstory oflearning frommaking mistakesandshare thestory nextclass课后反思本节课激活了学生的思维，点燃了学生的学习激情，让学生在真实情景中体验、参与、学习通过整体阅读梳理文章脉络，巧用思维导图，解读文本逻辑，设计问题连，进行深度阅读，践行学思结合、用创为本的英语学习活动观切实发展语言能力，培育文化意识，提升思维品质，提高学习能力，是一节高效、有趣的阅读课
1.导入环节联系生活实际，从世界杯热点新闻出发，通过足球比赛的视频和著名球星的图片拓展其视野，自然导入“足球——球员——失误”话题，步步深入，激发学生学习兴趣
2.读前预测利用题目和图片，预测文章主旨大意，渗透读前预测的阅读策略，引导学生掌握正确的阅读方法
3.读中分析先是让学生通过快速浏览，总体阅读文章，引导学生使用略读方式获取语篇中所出现的人物，明确文章结构，把握每部分大意，从而初步了解文章的主旨，为细读文章做准备接着，引导学生从泛读文章过渡到细读文章通过问题链的设置，引导学生从第一部分中找出Peter的问题、感受和产生感受的原因，并通过短文填空的方式巩固语言基础Peter父亲的话是文章的主旨所在，通过同伴合作，鼓励学生找出父亲所提建议，并分析父亲的性格特征，在此基础上提出自己的建议，引导学生灵活运用所学语言，读有所思、思有所得通过问题链引导学生获取关于队友回应的细节信息，在此基础上，创设合作学习的机会，鼓励学生发散思维，讨论团队精神的具体表现，激发学生的深度思考，适时进行情感教育同时渗透阅读技能教学，加强学生的语言搭配和词块意识
4.读后总结引导学生梳理Peter的情绪变化，激发其对Peter变化的思考，训练其辩证思维能力通过排序和思维导图的方式引导学习整合文章主要信息，再次检查学生对文章细节的获取、理解和复述，巩固语言知识,帮助学生梳理文章内容，提升逻辑、创新思维，并通过复述将所学到的语言知识进行内化和创造性输出在教学过程中仍有不足之处
1.课堂内容多，各任务安排紧凑，小组讨论和展示环节未能做到充分体现
2.课堂分层教学不明显，针对后进生还需设置一些精简的环节，鼓励他们更加积极的参与课堂
3.本节课中设计的问答比较多，应为学生准备学案，让回答落实在笔头上，全面促进读写训练在阅读教学过程中，学生应始终是学习的主体，教师有效主导是必要的前提和基础，学生的理解是保证，学生的运用能力是关键，学生的创造性思维是升华只有充分发挥教师的主导作用和充分体现学生的主体作用，才能提高课堂效率和质量，真正达到阅读教学的目的。
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