人教版九年级Unit 11 Sad movies made me cry.-Section B 2a—2e-ppt课件-(含教案+音频)-部级公开课-(编号：92021).zip

The Winning Team Free talk Feelings happyangry worried.sad relaxed When I listen to music, it makes me happy. Soft music makes me relaxed. . The Winning Team Pre-reading Look at the title and the picture, and predict. Did they win the soccer game? Fast reading Read quickly and answer the question. _ Peter missed a goal. _ Peter and his teammates agreed to pull together. _ Peters father gave him advice. Skimming Read the story and number the events in the correct order. 1 2 3 How did Peter feel on the way home? Read carefully and answer the question. Peter missed a goal. Careful reading Read carefully and fill in the blanks. Careful reading Advice Dont_ Learn from_ _ your teammates Support_ be too hard on yourself each other Communicate with mistakes Peters father gave him advice. (As soon as he walked through the door.) _ F: Whats wrong, son? _ P: I lost the game. (without another word; Peters father knocked the door; opened the door to let him in.) _ F: Look, Peter. I dont know what happened. But . _ P: I lost the game, Dad. . F: Soccer is about team effort. . (didnt say anything; made him think carefully) Listen and match the feelings. ? worried sad caring hopeless Act it out! What happened after Peter told his teammates that he was sorry? Read carefully and answer the question. Peter and his teammates agreed to pull together. Careful reading Dont worry about that. Its never just one persons fault. Think about how to do better next time. The Winning Team Futher thinking If Peter didnt listen to his fathers words or talk to his teammates, what would happen? Critical thinking Peter would . Think-Pair-Share The way you solve problems Sharing These questions may help you: *Did you meet any problems before? *What did you do at that time? *What will you do if you meet the problem again? 1 Teaching plan for The Winning Team Teaching Material The Winning Team (Grade 9, Unit11, Section B, Reading) Teaching Object Students in Class7 let.down; kick.off; pull together; be too hard on “Guessing the meanings of new phrases by using context” is a key reading strategy while reading this passage. The teacher will guide students to get the meanings of words within the context. 3. Language skills and goals 1)The students will be able to practice the common skills of predicting, skimming and scanning; 2)The students will be able to better understand the story through further thinking and critical thinking. 3)The students will be able to express their way to solve problems. 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 more deeply. Teaching Aims 4. Learning StrategiesThis passage is a story which 2 1)The students will be able to read carefully for the reason(why), the development(how) and the result(what) in the story; 2)The students will be encouraged in groups to have discussions and role-play. is different from other types, so the teacher should pay more attention to guide 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 listening and talking when they have problems ; 2) The students will be able to find ways to “win” even though they “lose” . As for the affection goals, besides the realization of the importance of listening and talking, the ability and awareness to change something bad to good in life seems more important. DifficultiesThe students might find it difficult to understand the story deeply except the surface of the story itself. Although the story itself is not difficult, its not so easy for students to fully understand the ideas behind it. Solutions: the teacher should use the “scaffolding method of teaching”. Teaching Aids Blackboard, Chalk, Computer, Overhead Projector, etc. Procedures and Activities TeachersStudentsPurposes I. Pre-reading activities 1. Free talk: To let students talk 1. To talk about different feelings In free talk, the topic is 3 about different feelings. 2. Predict: (picture 2. To number the events in order. 1. The question for fast reading intends to help students focus on the core of the story. 2. “Numbering the events in the correct order” is a way to understand the main idea of the story quickly. Part two: careful reading 1. To lead students to understand how Peter felt on his way home and then ask students to read the sentences out. 2. To lead students to understand how Peters feeling changed when he went back home and ask students to role- play. 1. To answer the question after reading the passage carefully and read the sentences vividly. 2. To find the answers and role-play. 3. To understand Peters During careful reading, the teacher should gradually guide students read the development of the story while thinking about the feelings, especially the main character Li Wens 4 1)What advice did Peters father offer him? After role-play: 2)What did Peter think after listening to his fathers words? 3)How did Peter feel after listening to his fathers words and thinking? 3. To lead students to understand how Peter felt after talking to his teammates. 1) What happened after Peter told his teammates that he was sorry? 2) How did Peter feel after talking to his teammates and thinking together with his teammates? changing feeling at last.changes. Reading the sentences and role-play are not only the way to improve students language ability but also the most direct way to deepen their understanding of the story. III. Post-reading activities Part one: further thinking To ask students to look at the picture and the title again and think: Why did Peter think he was on a winning team even though they lost the game? To think about the meaning of “winning” in this passage. Understand the meaning of “winning” in the passage, know the importance of teamwork and understand the passage better. Part two: critical thinking To ask students think-pair-share and lead students to understand Peters winning life: If Peter didnt listen to his fathers words or talk to his teammates, what would happen? To think about what would happen and share ideas with the class. Students in grade 9 are able to and should be encouraged to think critically about some topic. By thinking, they will understand what they should do if they meet the similar problems. 5 IV. Follow-up activities To guide students to share their ways to solve problems. 1. Did you meet any problems before? 2. What did you do at that time? 3. What will you do if you meet the problem again? To work in group of six and share, and then share with the whole class some examples to solve problems better. Understanding the passage itself is not the only target; the more significant one should be combining what theyve learned with their real life. Through the follow-up, students are hoped to learn to solve problems in a better way and have the winning life. V. Homework Oral: Read the story with the most beautiful English. Written: Write an article within 80-100 words. Topic: The way you solve problems 1. To read and enjoy the story. 2. To write the relevant article. 1. Everyone can be a good reader. Reading makes students enjoy the story and English better. 2. Writing the article can help students better solving their problems. Blackboard Design 6