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人教版初中英语九年级Unit4I used to beafraid of the dark.教学设计Period4Reading2a-2f内容Go forit!九上Unit4I usedto beafraid ofthe dark.Section B2a-2e;I.Teaching materialThislesson isbased onreading andwriting.Students needto findsome information by reading.They arealso supposedto makea shortconversation to show howLi Wenand hisparents solvedtheproblem.II.Teaching objectivesKnowledgeStudents are able to mastersome new words andphrases likebe proudof,take pridein,influence,absent,fail,seldom,exactly,in person,examination,boarding schooland cluesoAbility
1.Students areable to find theinformationbyreading.
2.Studentsareable toretell thestory ofLi Wen.Learning strategyStudentswill learn to use context tohelp understandand learnthe new words better.
111.Teaching focusesand difficulties
1.Read forimportant information;learntoretell thestory according to article.
2.Learn tousecontextto learnnewwords.V.Teaching ProceduresStep1Before reading
1.Play ashort movieof stay-at-home children,and havea freetalk aboutstay-at-home children.
2.Show thepicture ofLi Wenfrom thetext book,and letstudents guessthe problemsLi Wenmayhave.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的预测为激发学生的阅读欲望并处理一些生词,如seldom,fail,examination,take prideinStep2:While reading
1.There aresome sentencesmissing.Please putthe missinglanguages[A-D]back in the correctplaces.
2.Finish activity2c.Underline theproblems thatLi Wenusedtohave.You canunderline somekeyphrases.Paral2•feel lonelyand unhappy•became lessinterested instudying•was absentfrom classes•failed hisexaminations•was shyand notabletomake friendsquickly•wanted toleave theschool
3.Finish activity2d.Use thecontext cluesto guessthe meaningofthenewwords.
4.Ask studentsdoes LiWen havethis problemsnow Read Para.3tofindwhat makeshimchange.
5.ReadPara.4and findwhat LiWen islike now.
6.Let studentsthink andanswer“What isthe mostimportant thingfbr parentsaccordingtoLisstory/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利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调理清晰的阅读,有助于学生清晰了解文本内容,培养学生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 proudof,exactly.Step3After reading
1.Retell thestory accordingthe mainidea ofeach paragraphon theblackboard.
2.Finish activity2e.First underlinethe wordsfrom thebox inthe article.Then fillintheblanks.Students canfind thesewords andphrases aresynonym.They canhelp uslearn anduse thenew wordsandphrases 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 theword cardswith thehelp ofyour dictionary.Level B:Practice theconversation in2f afterclass andbe readytoshowit inthe nextclass.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 proudof,take pridein,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,我也注重分时段地呈现、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我还是存在很多问题的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。