Unit4IusedtfraidofthedarkSectionB

Reading(2a-2f)

（教學(xué)設(shè)計(jì)）

授課教師：周娟

所用教科書書名2023版人民教育出版社新目標(biāo)

Goforit

所教年級(jí)

九年級(jí)所教冊(cè)次、單元Unit4

Iusedtobeafraidofthedark

Section

B（2a-2f）

設(shè)計(jì)主題

閱讀課《hestudiesharderthanheusedto》Ideas&TheoreticalFoundation

Inthisclaepassageisaboutastudent’sproblemsandhowhisparentshelphimtosolvehisproblems,It’saboutlove,lovecansolvealloftheproblems.Iuseamindmaptohelpmystudentsanalyzethepassage,Ichoose‘problems’asthemaintopic,askstudentstoreadthepassageandfindoutwhydidLiWenusedtohaveproblems,whathisproblemsareandhowhisparentshelphim.Afterreading,studentscanunderstandthemainstructureofthewholepassage,Ichooseloveasthekey

tosolvetheproblems,studentscanmakeconclusionthatunderstandingandcommunicationareimportant,inthisway,studentscanunderstandthepassage,learnthereadingstrategiesandreceivetheemotionaleducation.Background

Analysieachingcontent：Inthisunit,studentslearnthetopicof‘whatwehavechanged’,theylearnedthesentencestructure‘usedtodo’incertainlanguageenvironment.Thispassageisbasedonwhattheyhavelearnedbefore,itpresent

a

teenager’s

problems,andtalksabouthis

problemsandchanges,thepassagealsoofferstudentsagoodexampletounderstandandcommunicatewithparents,Whilereading,studentscangainsomereadingstrategies.atthesametime,thestructureofthepassagealsohelpstudentslearnhowtousethetargetlanguage

‘usedto’

intheirdailylife

.

Analysisofss’

situation：Studentshavelearnedthephrase‘usedto’,theyneedtolearnhowtouseitintheirdailylifeandgainsomereadingstrategies.Intheirlife,theymaymeetthesameproblems,sotheywillbeinterestedinthislesson.

ObjectivesKnowledgeObjectives：1.Reviewtheusageof‘usedto’;

2.Masterthenewexpressions:beabsentfrom,

influence,boardingschool,inperson.AbilityObjectives：Getstudentslearnthereadingstrategy:

themeaningsofnewwordsbyusingthesentencecontext;

2.Analyzingthepassage;

3.Catchingtheimportantinformationwhilereading.EmotionalObjectetstudentsknowsthatcommunicationandmutualunderstandingbetweenthemandtheirparentsareimportant,encouragethemtostudyhardtorepaytheirparents.

Importance&TeachingDifficulties

TeachingImportance：Getstulearntheimportantexpressions:beabsentfrom,influence,boardingschool,inperson;Trainstudents’readingskills:

1.Guessingthemeaningsofnewwordsaccordingtothecontext;

2.Catchingtheimportantinformationwhilereading;

thepassage

and.Teachificulties:1.Catchingtheimportantinformationwhilereading;

Method

TheTask-basedMethod;

TheCommunicativeTeachingMethod;

TheCooperativeTeachingMethod.

ProcedureTeachingPeriodTeachingcontentStudents’

activitiesTeacher’sactivitiesDesigningpurposeWarmingupAvideo;BrainstormTalkwithteacher,thinkabouttheirproblemstheymighthave.TalkwithstuPlaythevideo,askstudentstothinkaboutproblems.激活學(xué)生已有背景，引出本課主要話題problems

Skimming

ThewholepassageReadthepassagequickly,findoutthemainideaofeachparagraph.Askstudentsdthepassagequickly,andfindoutthemainideaofeachparagraph.通過略讀，學(xué)生對(duì)文章的大意有初步了解,引出思維導(dǎo)圖的中心詞problems.

detailedReadingRead,findoutwhydidLiWenhadproblems.Askstudenteadcarefully,findoutwhydidLiWenhadproblems.細(xì)節(jié)閱讀本段的第一個(gè)問題目的是讓學(xué)生找出李文出現(xiàn)問題的原因，以及父母外出打工后李文出現(xiàn)的第一個(gè)問題，引出思維導(dǎo)圖的第一節(jié)分支“Why”Read,findoutLiWen’sproblemsanddoTrueorFlase.Askstudentstoread,findoutLiWen’sproblemsdojudgeTorF.引導(dǎo)學(xué)生細(xì)讀第二段，找出思維導(dǎo)圖第二條分支“what”,用填表格的方式引導(dǎo)學(xué)生抓住文段主要信息，培養(yǎng)學(xué)生獲取關(guān)鍵信息的能力,Read&4,findoutLiWen’schangesAskstudentstoread&4,findoutLiWen’schanges,thenfinishthechart學(xué)生通過填寫表格，對(duì)李文改變前后的表現(xiàn)作了對(duì)比，培養(yǎng)了學(xué)生獲取關(guān)鍵信息并分析對(duì)比信息的能力findoutthekeysentences.AskstudentsftthesentenceswhichexplainhowLiWensolvehisproblems學(xué)生在思考李文如何解決問題的同時(shí)，也得出要和父母多溝通并理解父母的結(jié)論，培養(yǎng)學(xué)生獲取關(guān)鍵信息的能力ThewholepassageReadthewholetext,putthesentences[A-D]inthecorrectplaces.

Askstudenteadthewholepassageandputthesentences[A-D]inthecorrectplaces.

學(xué)生在完成細(xì)節(jié)閱讀后，對(duì)文段的信息有了充分的了解，在此基礎(chǔ)上，將四個(gè)段落的關(guān)鍵句填入文中就變得容易了ScanningThewholepassageUsecluesfromthepassagetohelpyouguessthemeaningsofthewordsinthebox.(influence/absent/boardingschool/inpersonAskstudeworkinpairs,readthepassageagain,matchthesenewwords’Englishmeanings.引導(dǎo)學(xué)生尋讀策略的同時(shí)，培養(yǎng)學(xué)生分析文章脈絡(luò)，自主思考的能力，尋找李文父母的愛，為讀后活動(dòng)的情感升華做鋪墊PostReadingRetellFinishthemindmap,thendividedtheclassintotwopareretellthestoryaboutbeforechangeofLiWen.TheotherpartRetellthestoryaboutafterchangeofLiWenAskstudentstoretell此活動(dòng)旨在培養(yǎng)學(xué)生自我發(fā)現(xiàn)問題溝通并解決問題的能力，引導(dǎo)學(xué)生操練并鞏固目標(biāo)語(yǔ)言u(píng)sedto的用法；學(xué)生在輸出、操練目標(biāo)語(yǔ)言的同時(shí)，情感得到熏陶，本課最終情