人教版九年级Unit 7 Teenagers should be allowed to choose their own clothes.-Section A Grammar focus 4a—4c-教案、教学设计-市级公开课-(配套课件编号：60004).doc

1、课型：课型：阅读课 （一）学情分析（一）学情分析 通过两年多的英语学习，九年级的学生有了一定的英语基础，已基本具备在 阅读中获取细节信息的能力，掌握了略读、寻读等阅读策略，大部分学生能用英 语积极、 自信地表达观点。 本节课的活动贴合实际与知识能力， 学生对头脑风暴、 游戏、讨论、仿写和绘画等教学活动比较感兴趣，喜欢在自主合作的轻松学习氛 围中进步，这样也可以缓解学习英语的畏难情绪。 （二）教材分析（二）教材分析 本课以 friendship 为话题，谈论学生对友情的理解。本节课通过阅读掌握相 关的词汇和短语， 能运用略读和寻读的阅读模式完成阅读任务并进行诗歌的仿写 深化主题。通过本课的学习让

2、学生深刻理解友情带来的温暖、鼓舞和力量，感受 生活的美好。通过本课的学习，不仅可以完成语言能力目标，又培养了学生自主 合作的能力，进而获得情感教育，培养思维能力，形成正确的文化价值取向。 （三）教学目标（三）教学目标 1. 语言能力：掌握本课的词汇和短语: 如 confused、unlocked、convince、 complete、spirit、compliment、cheer on、get through 和 lift up 等，运用阅读策略 完成诗歌阅读任务，仿写一篇关于友情的诗歌。 2. 思维品质：结合诗歌的理解，在仿写中做到想象丰富，条理清楚，内容 合理。 3. 文化品格：使学生珍惜

3、友情带来的温暖、鼓舞和力量，感受生活的美好， 反映正确的文化价值取向。 4. 学习能力：通过头脑风暴以及讨论的方式，使学生自主合作学习，提高 综合运用知识的能力。 （四）教学重难点（四）教学重难点 1. 教学重点：掌握并灵活运用本节课的重点词汇、短语和句型。 2. 教学难点：运用略读、寻读和细读的阅读策略完成阅读任务，并仿写一 首关于友情的诗歌。 （五）教学策略（五）教学策略 （1）Communicative/ task-based/ student-oriented teaching method （2）Brainstorming （3）Game （4）Skimming，scanning （

4、5）Writing a poem according to the sample （六）教学媒体运用（六）教学媒体运用 多媒体教学：歌曲、视频、音频等 （七）教学过程（七）教学过程 1. 教学过程思维导图教学过程思维导图 2. 教学过程教学过程 课堂教学过程课堂教学过程 教学步骤教学步骤教学流程教学流程设计意图设计意图思维培养的思维培养的 着力点着力点教师活动教师活动学生活动学生活动 I. Warming upTeacherplaysan English song. Studentssing along with the music. 通过学唱英文歌曲 Drama Someday 引入话题，活

5、跃课 堂气氛。 II. Lead in1. Teacherplays two videos. 2. Teacherasks some questions. Watch the video andanswer some questions. 学生的形象性思维较强，通 过 播 放 篮 球 和 what is a friend？两个视频， 学生能够 快速获取信息，引入课题， 并回答问题： 1. What is the video about? 2. What is a friend? III. Pre-reading1. Guessing game: according to the sentenc

6、es,let studentsguess who he/ she is? 2. LetSsknow the text of the passage and the meaning of the title. 3. Teach the new words 1. Students playsthe guessing game. 2. Answer some questions. 3. Students learnthe new words. 1. 通过玩猜人游戏活跃气 氛，进入话题， 进行情感 教育： Choosing a true friendisnotjustby appearance. 2.

7、 整体感知文章的类型， 了 解文章题目的真正含义。 3. 展示音标和图片， 降低学 生学习本课新词汇的难 记忆 度。 IV While-reading1. Teacher introducethe reading strategies. 2. Teacherasks some questions . 1. Students readthe poem. 2. Students answerthe questions. 1. 通过略读、 寻读等阅读策 略完成阅读任务， 达到布 鲁姆认知理论的记忆层 次。 记忆 V Post-reading1. LetStudents thinkand discus

8、sa question. 2. Show the true meaningof friend. 1. Students discussthe question together. 2. Get the true meaningof friend. 通过小组讨论深刻领会朋友 的真正含义，激发学生思维 的碰撞，促进思维能力的培 养，体现学生自主合作的主 体地位。 理解、分析 VIWriteand draw 1. LetStudents discusssome questions. 2. Write and draw apoemina group. 1. Students discuss quest

9、ions. 2. Writeand draw a poem in a group. 1. 小组讨论朋友像什么以 及朋友的作用为写诗做 好铺垫。 2. 学生通过小组合作仿写 绘画一首诗， 突出学生的 主体作用， 激发创造性思 维，互相欣赏， 鼓励学生 展示自己， 进一步渗透情 感教育。 应用、分析、 创造 VII SummaryTeacheraskthe studentsto summarizewhat we have learned in this class. Students summarize what theyhave learnedinthis class. 总结本节课的教学内容，清

10、 晰本节课的主线，做到环节 分析 紧凑。 VIII HomeworkTeacherasks students to write a compositionabout friendshipafter class. Students write a composition about friendship after class. 布置与本节课主题相关的课 后作业，符合学生的实际， 与生活息息相关，内化本节 课所学知识。 应用、分析、 创造 IX Enjoy a poemTeacherplaythe video. Studentsread the poem. 通过图文并茂的诗歌进行情 感教育的渗透

11、并升华主题。 理解 （八）课堂实录（八）课堂实录 I. Warming up T: Before we start our class, lets listen to a song, if you can sing it, please sing along with it. T:After listening to this song, how do you feel? Ss: Sad. T: Why is the singer in this mood? Ss: Because she has to say goodbye to her friends. T: Yes, friends a

12、re necessary. There are also other important things in our life. Such as Ss: Family, love, teacher II.Lead in 1. T: Do you want to watch videos? Lets watch a video. After that, please answer the following questions. T: What is the video about? Ss: Friendship T: What is a friend? S1: Someone who can

13、cheer you up. S2: Someone who can let you win sometimes. S3: 2. T: So do you want to make friends? What kind of friends do you want to have? S1: I want a friend who is handsome S2： I want a friend who can cook dinner with me. S3: III. Pre-reading: Game: Guessing game 1. T:Lets play a game. I will in

14、troduce some people to you. According to the tips, guess who she/ he is. S1: S2: S3: 2. T: Do you want to be friends with them? S1: S2: S3: No, because he is too fat. T: In fact ,choosing a friend is not just by appearance. So today we are going to learn a passage about friend. 3. T: Before reading,

15、 tell me what the text the passage is? Ss: Poem. T: What does the title mean? S1:永远的朋友 S2：Someone who always stand by you IV. While-reading 1.T:Let come to the poem. How many parts about this poem? Ss: Three. 2.T: Please look through the passage quickly to find the answers. Dont read every word. And

16、 then answer the following questions. You can underline the answers in the passage. 3.T: Next, letcome to Part 2. Read it carefully and find out the writersfeelings and see what the friend will do for her? 4.T:According to what you hear, fill in the blanks as quickly as possible. V. Post-reading 1.

17、T:Lets read the poem along with the music. 2. T: After reading the poem, what should a true friend be like? Find some details to support your ideas. Discuss it in 2 minutes. 3. T: Lets check the answers. S: 4. T: You did a very good job. All of us are looking for this kind of friend. In my opinion,

18、friend should be( forever, responsible, easy-going, nice and dependable) VI. Write and draw T: Now its your turn to write and draw a poem by yourselves. Before writing, discuss two questions. Ss:. T: Lets write a poem in groups and then share it with us. I give you five minutes. T: Time is up. Whod

19、like to share your work? S1: S2: T: So after learning the poem, we know friendship is so valuable, we should cherish it. VII. Homework T: Homework for you today is to write a composition about friendship. Please take it seriously. VIII. Enjoy a poem T: Next, we will enjoy an English poem called “Fri

20、end is like the breeze” to end up our class. （九）板书设计（九）板书设计 （十）教学反思（十）教学反思 1.本课的教学基于重视学生思维能力的培养，设计巧妙，由简到难，循序渐 进。在培养学生的阅读技巧和诗歌仿写能力的同时，更加注重潜移默化地对学生 进行情感教育。 从引入课题的 Friendship 和 What is a friend?的两个视频到结束本 课的 Friend is like the breeze 的诗歌欣赏，以及 Post-reading 的诗歌仿写和绘画部 分，整个教学设计都是围绕主题 friendship 展开的。这节课不仅仅是一

21、篇诗歌阅 读课，更是一篇由诗歌而展开的寻找挚友之旅。通过阅读、讨论和仿写等环节， 使学生领会到友情的真正含义，珍惜友情，感受生活的美好。情感态度价值观的 渗透和核心素养的培养，从而使整篇诗歌阅读得到升华。 2.课程标准强调学生的参与性与英语综合运用能力的培养。整节课的读后 “what should a true friend be like”的讨论思考环节和诗歌仿写绘画部分，通过以四 人以小组的讨论，学生能在自主、合作的氛围中学习和进步，这也为学生提供了 开放的学习氛围。最后的诗歌仿写展示部分深化了本课的主题 friendship，引导 学生对友情的深刻理解和感受。此外，课外作业布置了一篇与本节课主题相关的 作文，与学生的生活息息相关。 AForever Friend Topic: Friendship New wordsPhrasesG1G2G3G4 complimentlift up convinceget throughG5G6G7G8 unlockedcheeron confusedG9G10G11 G12 complete AForever Friend Friend is like_, it can_. When you_, it always_. Friend is like_, it can_. When you_, it always_.