人教版九年级Unit 4 I used to be afraid of the dark.-Section B 3a—3b Self check-教案、教学设计-公开课-(配套课件编号：502b5).doc

1、1 I. Teaching Contents 人教版 9 年级上册 Unit4 Section B 2breading and writing II. Design of Teaching Objectives 1. Knowledge Make the students know the meaning of the following words and phrases(1) Important words fail, examination, exactly, pride, proud, general, introduction （2） Important phrasesboardin

2、g school, in person, take pride in, be proud of 2. Skills Using the skill of fast reading to know the main idea and the structure of the text Using the skill of detailed reading to understand the detail and specific idea of the message and to make a deep understanding of the text Let students talk a

3、bout the changes with the sentence pattern “used tobecause” “Now” Letstudentswriteaboutthechangeswiththesentencepattern “used tobecause” “Now” 2.Feeling and attitude Let students accept changes. Let students try to change better. III. Teaching Methods 1. Give the autonomous learning outline to let s

4、tudents learn by themselves. 2. Task-based method and cooperative learning make students be interested in what they will learn. 3. Detailed reading make students get some detailed information. IV. TeachingAids: 1.Ablackboard2.Acomputer for multimedia V. Teaching procedures Step 1: Lead-in 1. Show th

5、e title of this unit and what will learn later. 2.Show a question before watching some pictures.What kind of children are they? 3. Show some pictures. 4. Answer the question and repeat the phrase “left-behind children” What kind of children are they? Aleft-behind children BHappy children 2 CLucky ch

6、ildren 【设计意图设计意图】 开门见山的导入本课的主要话题，用图片给学生以视觉冲击，学生对本单元 的话题感受会更深刻，增强学生对于新篇章的阅读愿望。 Step 2: Fast reading 1. Teacher introduce another left behind child, Li Wen. 2. Read fast and find the topic sentence in each paragraph. 【设计意图设计意图】 训练学生快速阅读文章的阅读策略，通过找出文章主题句让学生能对文章的 整体结构有概念。 Step 3: Self-learning Outline 自

7、自 主主 学学 习习 提提 纲纲 Step One:听听第第一一段段内容内容,完成选择题。策略：根据关键词听取重要信息 1. Li Wen works hard andschool. A. does well inB. doesnt well inC. doesnt do well in 2. Li Wens parents moved to _ to look for jobs. A. the countrysideB. the cityC. a boarding school Step Two:起立起立，大声朗读大声朗读第第二二段段，读完坐下，读完坐下并连线。策略：根据 上下文猜测词义 1

8、. influence寄宿制学校 2. absent影响 3. boarding school缺席，不再 4. in person亲自地 Step Three:默读默读 第第三、四三、四段段，在李文现在变化的句子处，划横线。划横线。 策略：找读 Step Four:请同学们重新浏览课文重新浏览课文，在 A B 两项任务中选择一项完成选择一项完成。 策略：查读 A 请 完 成 表 格 不 要 停 继 续 往 下 做 3 B 请 完 成 短 文 填 空 Li Wen is a 15-year-old boy. But before changing, he often felt lonely an

9、d 1._.Heevenbecameless2._studying. Sometimeshewas3._fromclasses and 4._ his examinations. He was 5._ and didnt have many friendsinschool.Burnow,hehasbecomemoreoutgoingand 6._ in school. He has even 7._the school basketball team and 8._ in many other activities. He is much happier and he 9._ than he

10、used to. Step five:组长组长到答案栏拿答案，到答案栏拿答案，组内讨论答案。 (讨论过程中，如果答案有异议，请举手向老师寻求帮助) 温馨提示温馨提示： 同学们同学们， 如果小组内已经认真地完成如果小组内已经认真地完成 了所有的阅读任务了所有的阅读任务，请举手示意老师请举手示意老师，会有惊喜会有惊喜 等着你哟！等着你哟！ 【设计意图设计意图】 Step One：旨在让学生听两遍内容了解李文过去，训练学生根据关键词听取信息 的听力策略。 Step Two：旨在让学生起立阅读增加学生的阅读注意力，根据所读信息，对比上 下文猜测词义。以检测学生对于第二段的理解。 Step Three:

11、 快速默读锻炼阅读技巧，学生所划内容对后面的写作可以起到参考 作用。 BeforeNow 第一段： He often felt _ and _. 第二段：He became less_ studying. Sometimes he was _ from classes and _ his examinations. Li Wen was _ and didnt have many friends in school. 第四段： He has become more outgoing and _ in school. He has even _the school basketball team

12、 and _ in many other activities. He is much happier and he _ than he used to. 4 Step Four: 培养学生的根据关键词查读找读的阅读策略。学生可以根据自己的情 况选择适合自己的题型去完成，A 任务略简单于 B 任务。 【说明说明】在学生完成自主学习提纲的过程中，教师会游走于课堂，时时关注学生 完成情况，并记录下共性问题，一起解决，个别问题，教师会给学生发答疑卡答疑卡， 收到的同学课后来答疑，更有针对性的解决孩子的个别问题。 如果有学生提前完成自主学习提纲，老师会给学生发提前准备好的拓展训练题拓展训练题， 也是对

13、学的快的同学的一种肯定和激励。 拓展训练题： 根据汉语提示完成句子。 （请再仔细阅读文章，找出相应词组，答案都能在原文中找到） 1. It is hard to believe that he _ _ _ _(过去有许 多困难) in school. 2. Then his parents(决定) to send him to a boarding school. 根据汉语提示完成句子。 （请再仔细阅读文章，找出相应词组，答案都能在原文中找到） 1. He(缺席) classes and failed his examinations. 2. His teacher advised his p

14、arents to talk with their son. (亲自) 翻译达人 This conversation influenced/changed his life. 他过去常常对学习失去兴趣。 Step 4: Talking 1. Teacher and students read the dialogue in roles. 2.Exchange and read in roles again. 3. Students answer questions.a. How many used to sentences in the dialogue?b. Why Li Wen used

15、to have no friends?c. Why Li Wen used to be less interested in study? 【设计意图设计意图】 此环节可以说是承上启下，为下面的写作做步步铺垫的第一步。学生在教师 的追问中体会写作中要用到的句型结构。“used tobecause” “Now” Step 5: Task Lists A 盒：盒： 5 Task1 任务须知：组内两人一张纸，完成句子扩写，一人说一人写一人说一人写 1.He used to be heavy because _ 2.He used to fail his exams because _ 组长组长在答案

16、栏对答案，并选出一张一张此任务单贴贴在本组展示栏快速拿取橘色任务单橘色任务单 设计意图设计意图: 学生根据教师课堂精讲时的引导完成句式练习，从简单入手，半开放 式补全句子。 B 盒：盒： Task 1 任务须知：组内两人一张纸，翻译句子，一人写一人读一人写一人读 1.他过去胖，因为他总是吃得太多。_ 2.他过去常常考试不及格，因为他学习不努力。_ 组长组长在答案栏对答案，并选出一张一张此任务单贴贴在本组展示栏快速拿取橘色任务单橘色任务单 设计意图设计意图： 学生根据教师课堂精讲时的引导完成句式翻译练习， 从简单入手操练 句式句子。 A 盒：盒： Task 2 任务须知：两人合作两人合作给文章排

17、序，并粘贴，并粘贴。一人排序一人贴一人排序一人贴 注意：注意：小组四人起立大声朗读文章起立大声朗读文章，读完后组长组长，选出一张一张此任务单贴贴在本组展示栏 快速拿取蓝色任务单蓝色任务单 We are very glad that Tom has made great progress. He used to fight with others and used to make our classroom dirty.And after class, he usually lost himself in computer games. But after a long talk with hi

18、s teacher, Tom has changed a lot. He gets on well with others. He also takes good care of the environment.And he studies harder than he used to. 文章粘贴处： 6 We are all glad about his progress. 设计意图设计意图： 学生通过篇章练习进一步体会文章整体结构，为最后一步的文章结构 做铺垫。该文章也是课文原文的类似文段，学生可以在完成写作任务时做参考。 B 盒：盒： Task 2：任务须知：组内两两读文章完成脑思维图，

19、一人说一人写一人说一人写 We are very glad that Tom has made great progress. He used to fight with others and he used to make our classroom dirty.And after class, he usually lost himself in computer games. But after a long talk with his teacher, Tom has changed a lot. He gets on well with others. He also takes g

20、ood care of the environment.And he studies harder than he used to. We are all glad about his progress. _ others;_ others; used to make _;beforeTomnow_ the environment; _ himself in computer games._ than he used to. 注意：组长注意：组长在答案栏对答案，并选出一张一张此任务单贴贴在本组展示栏快速拿取蓝色任务单蓝色任务单 设计意图设计意图： 学生通过篇章练习进一步体会文章整体结构，为最后

21、一步的文章结构 做铺垫。该文章也是课文原文的类似文段，学生可以在完成写作任务时做参考。 同时训练学生的信息找读等的阅读策略。 A 盒：盒： Task 3: 任务须知：小组两人两人合作，改写文章一人说，一人写一人说，一人写 We are very glad that Tom has made great progress. He used to fight with others and he used to make our classroom dirty.And after class, he usually lost himself in computer games. But after

22、 a long talk with his teacher, Tom has changed a lot. He gets on well with others. He also takes good care of the environment.And he studies harder than he used to. We are all glad about his progress. 改写上文划线句子：原因请自己发挥想象 Tom used to_ because _ But now_. He used to_ because _ But now_. 注意：组长注意：组长将此任务单

23、贴贴在本组展示栏快速拿取白色任务单白色任务单 设计意图设计意图：教师通过语篇设置情景，学生运用所学句式改写文段，让写作更为容 易。同时让简单的文段内容更丰富，更符合逻辑。 B 盒：盒： Task 3: 任务须知：小组两人两人合作，改写文章一人说，一人写一人说，一人写 We are very glad that Tom has made great progress. He used to fight with others and he used to 7 make our classroom dirty.And after class, he usually lost himself in

24、computer games. But after a long talk with his teacher, Tom has changed a lot. He gets on well with others. He also takes good care of the environment.And he studies harder than he used to. We are all glad about his progress. 要求：改写划线句子为used to becauseNow 例：Tom used to fight with others because he di

25、dnt know how to be a polite boy. But now he gets on well with others. _ _ 注意：组长注意：组长将此任务单贴贴在本组展示栏快速拿取白色任务单白色任务单 设计意图设计意图：教师通过语篇设置情景，学生运用所学句式改写文段，让写作更为容 易。同时让简单的文段内容更丰富，更符合逻辑。 A 盒：盒： Task 4: 任务须知：请根据下面对话,完成一篇短文一篇短文。两人合作，一人说，一人写两人合作，一人说，一人写 A: Oh, Tina. You have changed so much. You used to be thin, d

26、idnt you? B: Yeah, I didnt use to eat too much fruit and vegetables. But now I like them. A: Did you use to be shy? B: Yes. I used to have no friends. But now I have many friends. A:And you used to listen to music every day. How about now? B: I still like it. I like dancing. I often dance with music

27、. 写作要求写作要求：1. 漂亮的大圆胖字体漂亮的大圆胖字体。2. 用用 She used to becauseNow she句型完句型完 成成 完成写作后，选出一份作文由组长组长贴贴在本组展示栏，全组起立朗读作文。全组起立朗读作文。 设计意图设计意图：学生根据对话改编一篇文章，运用used to because Now使文章的逻 辑性更强。话题也是贴近平时生活的。 B 盒：盒： Task 4: 任务须知：请根据下面对话, 用 She used to because Now she完成一篇短文完成一篇短文。两两 人合作，一人说，一人写人合作，一人说，一人写 A: Oh, Tina. You h

28、ave changed so much. You used to be thin, didnt you? B: Yeah, I didnt use to eat too much fruit and vegetables. But now I like them. 8 A: Did you use to be shy? B: Yes. I used to have no friends. But now I have many friends. A:And you used to listen to music every day. How about now? B: I still like

29、 it. I like dancing. I often dance with music. 写作要求：漂亮的大圆胖字体，请适当发挥写出更多写作要求：漂亮的大圆胖字体，请适当发挥写出更多She used to because Now she句子。句子。 _ _ _ _ 完成写作后，选出一份作文由组长组长贴贴在本组展示栏，全组起立朗读作文。全组起立朗读作文。 设计意图：设计意图：学生根据对话改编一篇文章，运用used to because Now使文章的逻 辑性更强。话题也是贴近平时生活的，学生可以发挥更多内容和话题。 VI. Homework 必做：必做：1. 完成 Self Check 的练

30、习。 2. 整理一下自己课堂上所写的作文， 并进行修改， 将作文写在作文本上。 选做：选做： 任务型阅读：根据自己的兴趣选一种类型题材，完成所有任务，明天展示。 设计意图：设计意图：给学生提供“必做”和“选做”作业，让学生根据自己的能力选做作业， 也是对学生的一种激励。 VII. 答疑援助答疑援助 在学生完成自主学习的过程中，教师会给需要答疑的学生发红色心，上面写有号 码，收到红心的同学课后按顺序来答疑，节约答疑排队时间，更有针对性的解决 孩子的个性问题。 VIII 板书设计：板书设计： Units 4 I used to be afraid of the dark. 展示区：展示区： use

31、d to because Now Group 1 Group 3 Group 2 Group 4 Group 5 Group 6 9 课后反思：课后反思： 本节课从接受任务到现在已经设计了好几个版本，我感觉对我来说最难的还 是课程的选定以及教学目标的设定。这个过程占用了好长的时间，设计之初我想 要附加的东西特别多，想融入教育戏剧；想培养学生的篇章思维，将暑期所学运 用到自己的阅读课设计上；想这样还想那样。最后自己设计出来的课， 感觉就像四不像，看不出自己的设计意图，也偏离了课程的教学目标，更像是一 场花拳绣腿的展示。自己对此特别苦恼，修改的过程，这个不想放弃，那个也不 想拿掉，至使有些环节看上

32、去不错，但实则是鸡肋，除了浪费课堂时间和偏离教 学目标，实则没有什么太大用处。而我又在纠结和困惑中度过了很长时间。英语 组的老师给了我很多的建议，大家都很诚恳地提出自己的宝贵意见，也开诚布公 的对我的设计谈自己的看法，这对我最终课程的形成起到了很大的帮助。临上课 还有不到一周时间的时候，在袁清老师的名师工作室活动中，我鼓足勇气把我的 课程设计和思路展示给参会老师审阅，也是袁清老师的一句话让我茅塞顿开，确 定好这堂课的最终目标，然后按着这个目标倒推来设计整堂课，大胆放弃一些不 必要的环节，让整堂课更加务实有效。于是就这样在上课的前五天我对自己的课 又是一阵大刀阔斧的修改，但这次的修改让我感觉比以

33、前好很多，至少我感觉每 一个环节都很扎实，目的也比以前明确，抛弃了原本自己附加的想要实现多重效 果的枷锁，我感觉这样的课更加务实了。 这节课是一堂自主学习六范式课， 课前准备工作比传统授课模式工作量大很 多， 教师需要预设好学生有可能不仔细看任务须知和提示而完全不知道自己该做 什么的尴尬处境，这就需要教师在设计时起前想好如何解决和应对。因此我在自 主学习提纲和任务单上都尽可能显眼的标注学生有可能忽略但又很重要的任务 要求。 并且设计好教师在上课前如何简单明了的做出提示和强调，这样学生就会 对上课流程更加清晰明了。 课堂六范式教学最大的好处就是可以有效的调动学生 学习的积极性、主动性和参与性。学生在学习的过程中，不会游离于课堂之外， 针对每个学生完成进度不同的情况，教师会提前准备好备题，让进度快的学生不 至于无事可做。这节课当中，我认为比较遗憾的地方有学生的速读环节，教师没 有给够充足的时间，致使学生完成体任务的准确率不高。其次，任务设计有一些 简单，课前备学生没有做到充分的预设和判断。以后我会加强这方面的训练，完 10 善自己的课堂设计能力，以及备学生的能力。