9A Unit4 Growing up教案.docx
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9A Unit4 Growing up教案.docx
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9AUnit4Growingup教案
9AUnit4Growingup教案
Period1Comicstrip&Welcometotheunit
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.understandEddieandHobo’sdialogueandreadwithemotions;
2.talkabouthowtheylearnabouttheworldandthereasons;
3.learntobeagoodlistenerandrespondtotheteacher’sinstructionsactively;
4.understandtherealmeaningofgrowingup.
II.Teachingcontents
1.Newwordsandphrases:
time,whenever,through,deal,onone’smind,assoonas,agreatdeal(of),throughtheInternet;
2.Newstructures:
What’sonyourmind?
What’sup?
You’vebeenhappysinceIfirstmetyou.
Don’twakemeupuntilyoufinishbuildingit.
IliketolearnabouttheworldthroughtheInternet.
Whydoyouliketolearnthatway?
Booksallowmetolearnaboutpeopleindifferenttimesandplaces,andIcanreadthemwheneverIwantto.
Thereisagreatdealofinformationassoonasyouclickthemouse.
III.Focusofthelessonandpredictedareaofdifficulty
Talkingabouthowtolearnabouttheworldandthereasons.
IV.Teachingprocedures
Welcometotheunit
Step1Lead-in
Freetalk
T:
(ShowingtwophotosofHarryPotter)Lookatthepictures.Doyouknowwhotheboyis?
Doeshelookthesameashewas?
S:
No.Heistallerandstronger.
T:
Yes,heisgrowingtallerandstronger.Heisgrowingup.Hehasgrownintoahandsomeman.
T:
HowdoyoulearnaboutHarryPotter?
S:
…
T:
SoyoulearnaboutHarryPotterfrombooks,filmsorthroughtheInternet.Ialsothinkhelearnsabouttheworldfromhisspecialexperience.
【设计意图:
以学生喜欢的哈利波特自然导入新课,引出话题“了解世界的方式”。
】
Step2Presentation
1.Howtolearnabouttheworld?
T:
WelearnabouttheworldthroughtheInternet,fromTV,film,books,friends,travelling,teachers,parentsorrelatives.Wealsolearnfromourproblems,success,andexperiences.Welearnwhenwemakechoicesanddecisions.Wealsolearnwhenwedealwithproblems.
T:
Tick(√)threeboxesthatyouthinkarethemostimportantwaysyoulearnabouttheworld.
2.Reportyourfavouriteways
Iliketolearnabouttheworld_________________.
3.Talkabouttravelling
T:
Lookatthepicture.Therearesomanypeopletravelling.Whydopeopleliketolearnabouttheworldfromtravelling?
Becausetheycanlearnmoreabouthistoryanddifferentcultures,enjoythebeautyofnature,meetmanypeopleontheway,makenewfriendsandrelaxthemselves.Canyouguessthemeaningofthisproverb“Readonethousandbooks,travelonethousandmiles.”?
InAustralia,peopleuse“Theworldisabookandthosewhodonottravelreadonlyonepage”toexpressthesamemeaning.
【设计意图:
问题“Whydopeopleliketolearnabouttheworldfromtravelling?
”旨在引导学生说出不同的原因,激励学生从多种角度用自己的语言表述观点。
此环节还可为猜测游戏做铺垫。
最后,补充谚语“读万卷书,行万里路”,拓展学生的文化知识。
】
Step3Game
Playaguessinggame
T:
GuesshowMissZhoulikestolearnabouttheworldandtellusthereasons.
S:
…
T:
MyfavouritewaytolearnabouttheworldisthroughtheInternetbecausethere’sagreatdealofinformation.WheneverIhavetime,Iwillturnonthecomputer.AssoonasIclickthemouse,Icanseepeopleindifferenttimes.Icanlearnaboutthehistoryandcultureofothercountries.IcanknowwhatishappeninginChinaandaroundtheworld.
T:
Thisismyfavoritewaytolearnabouttheworld.Wouldyoureaditloudlyandquickly.
Remember:
Trytotrytouseyourownwordstoexpressyourideasandopinions.
【设计意图:
学生总是乐于知道教师的相关信息。
游戏“猜测老师最喜欢用什么方式了解世界”,能够很好地调动学生参与课堂的兴趣和积极性。
教师在学生猜测后陈述自己喜欢的方式及原因,在此过程中呈现部分生词。
随后将短文呈现在屏幕上,让学生大声快速朗读,以便学生巩固生词,熟悉和理解语篇,为学生的语言输出提供范例,帮助学生更好地表达自己的观点和想法。
同时,鼓励学生尽量用自己的话表达观点和看法。
】
Step4Practice
1.Listenandanswer
HowdoMillieandSimonliketolearnabouttheworld?
Millielikestolearnabouttheworld__________because.
Simonlikestolearnabouttheworld__________because.
2.Expressyourideas
Iliketolearnabouttheworld_________because.
3.Workinpairs
A:
Howdoyoulearnabouttheworld?
B:
Iliketolearnabouttheworld…
A:
Whydoyouliketolearnthatway?
B:
…Whataboutyou?
A:
Iliketolearnabouttheworld…
B:
Why?
A:
…
【设计意图:
先让学生听教材中的对话并回答问题,描述Millie和Simon最喜欢的方式。
然后过渡到引导学生说出自己喜欢的方式及原因。
最后学生两两对话,用英语表达自己的观点。
】
ComicStrip
Step1Lead-in
Freetalk
Doyouwanttogrowup?
Doyoufeelhappyorexcitedwhenyougrowup?
【设计意图:
设计基于学生年龄特点和生活实际的问题,使学生积极主动地参与课堂,激发学生参与课堂的热情和积极性。
很自然地导入到Comicstrip的教学之中。
】
Step2Presentation
1.Listenandanswer
WhatdoesEddiethinkofgrowingup?
2.ReadEddieandHobo’sdialogueandanswerthequestions.
(1)WhyisEddieworried?
(2)WhatdoesHoboadviseEddietodo?
(3)WhatdoesEddiewantHobotodoforhim?
(4)WhatwillEddiedoduringthattime?
3.ReadtheComicstrip
Payattentiontothepronunciationandintonation
4.Readaloudandactitout
【设计意图:
以问题帮助学生理解Hobo和Eddie的对话。
对话带有强烈的感情色彩,选取对话中一些句子以比赛的形式让学生有感情朗读。
在此基础上,让学生两人一组,表演对话。
】
5.Discussion:
DoyouthinkthatEddiehasgrownup?
Canyougivehimsomeadvice?
【设计意图:
设计开放性问题,引导学生思考。
并通过小组讨论,试着给别人提建议。
】
Step3Production
1.Discussion
T:
WhenItalkabout“growingup”,Ithinkof“supportingmyfamilyandcaringformyparents”.Whatcomesintoyourmindwhentalkingabout“growingup”?
【设计意图:
引导学生用自己的语言发表观点和看法。
对于基础不好的同学,可以采用同桌讨论或者小组讨论的方式,降低这一开放性问题的难度。
教师可给出更多的例子,鼓励学生从不同的角度思考问题。
如果学生说出一些负面的不积极的语言,教师要注意适当引导。
】
2.Enjoyapoem“NowI’mgrowingup”
【设计意图:
自编诗歌,旨在让学生在诗歌欣赏中,增强英语语感,同时在潜移默化中树立正确的人生观。
】
V.Homework
1.GuesswhatHobowillsaynextandmakeadialogue;
2.SearchtheInternetandfindsomeinformationaboutSpudWebb;
3.FinishtheexercisesinPeriod1ofUnit4intheworkbook.
Period2Reading(I)
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.haveabetterunderstandingofthearticleandlearnabouthowsmallSpudWebbcouldsucceedingettingintotheNBA;
2.haveaclearpictureofthetextframeworkandlearnabouthowtoorganizeanarticleinorderoftimeandexpresstheideasindifferentways;
3.learnfromSpudthatweshouldnotgiveupeasily.
II.Teachingcontents
1.Guessthemeaningofsomenewwordsbycontext:
score,leader,succeed,force,achievement;
2.Getthemainideaofthepassagebyskimmingandsomeimportantinformationbyscanning,detailedreading.
III.Focusofthelessonandpredictedareaofdifficulty
Getthemainideaofthearticlewithoutreadingitwordbyword.
IV.Teachingprocedures
Step1Pre-reading
T:
OK,boysandgirls.Doyoulikeplayingbasketball?
Lookatthepictures.Doyouknowwhotheplayeris?
S:
YaoMing.
T:
WhyisYaoMingsofamousaroundtheworld?
S:
Heplaysbasketballverywell.
T:
HesucceededingettingintotheNBA.Hehadgreatachievements.Hescored41pointsinonegame.Peopleinthestandswereexcitedandcheeredforhim.HehasprovedthatweChinesecanalsoplaybasketballverywell.
WhatisspecialaboutYaoMing?
S:
Heisverytall.
T:
CanthisshortmansucceedingettingintotheNBA?
S:
Yes/No.
T:
Lookatthispicture.Guesswhatthearticleisabout.
【设计意图:
Freetalk导入新课,快速引出生词。
设计问题“CanthisshortmansucceedingettingintotheNBA?
”和看图画预测环节,激起学生的阅读兴趣。
】
Step2While-reading
1.Matchthewordsontheleftwiththeirmeaningsontheright
【设计意图:
引导学生阅读时根据上下文猜测生词词义。
】
2.Skimming
T:
Let’sreadthearticle.Readquicklyandanswerquestions.Youdon’tneedtoreadallofit.Youcanreadthetitle,thefirstandlastparagraphstogetthemainidea.
T:
Whoisthisarticleabout?
S:
SpudWebb.
T:
Whatwashisbigdreamwhenhewasyoung?
S:
HewantedtoplayintheNBA.
T:
Howtallishe?
S:
Heisonly170cmtall.
T:
DidhesucceedingettingintotheNBA?
S:
Yes.
T:
Howdoyouknow?
S1:
Thetitlesays:
TheshortestplayerintheNBA.
S2:
Thelastparagraphsays:
Spudprovedthatsizeandbodytypedoesnotmatter—Youcandoalmostanythingifyoutryyourbest.
S3:
Paragraph5says:
HejoinedtheAtlantaHawksandbecametheshortestplayerintheNBAatthattime.
T:
IsiteasyforsuchashortmantogetintotheNBA?
S:
No.
【设计意图:
引导学生阅读时先阅读标题、首段和尾段以获取文章大意。
渗透阅读策略。
】
3.Readforfurtherinformation
T:
It’snoteasyforSpudtogetintotheNBAsinceheissoshort.Thewriterkeptwritingaboutthisinthepassage.CanyoufindoutthesentencesthatshowSpudwasveryshort?
S:
Hewasmuchsmallerthantheotherkidsatschool.
Hewasrefusedbecausehewastoosmall.
Heoftenhadtositinthestandsbecauseofhisheight.
Nouniversitywouldinvitehimbecausehewasonly170cmtall.
TheNBAwasnotinterestedinhimbecauseheallitsplayersweremorethan20cmtallerthanhewas.
T:
ThewriteruseddifferentwaystodescribethatSpudwasshort.
【设计意图:
让学生找出文章中多次出现的描写Spud矮的语句,引导学生关注作者的写作方法,以求今后能在自己的写作中变换表达方式。
】
4.Readthroughthelines
(1)Findtheimportantinformation.
T:
Thoughhewasveryshort,SpudsucceededingettingintotheNBA.Readthepassagequickly.Inwhichparagraphcanyoufindtheinformation?
T:
Spudscored20pointsinhisfirstgame.Inwhichparagraph?
Whendidithappen?
S:
Paragraph2.Whenhewasattendingjuniorhigh.
T:
AndSpudwasnamedPlayeroftheYear.Inwhichparagraph?
Whendidithappen?
S:
Paragraph3.Inseniorhigh.
T:
Spudgotascholarshipfromauniversity.Inwhichparagraph?
Whendidithappen?
S:
Paragraph4.Inajuniorcollege.
T:
SpudbecameanNBAplayerin1985.Inwhichparagraph?
Whendidithappen?
T:
Paragraph5.Aboutayearafterhegraduatedfromuniversity.
(2)Howisthearticleorganized?
T:
Howisthearticleorganized?
Choosethebestanswer.
S:
Itisorganizedinorderoftime.
【设计意图:
让学生在短文中寻找Spud的重要信息,引导学生关注文章的结构,了解文章是按照时间顺序展开的。
学生阅读时总是习惯逐词逐句,一旦遇到生词或难句,阅读就无法继续,关注文章的结构,有助于他们从整体上把握语篇。
】
(3)HowcouldSpudsucceed?
T:
HowdoesSpudtryhisbestindifferentstages?
Readcarefullyandfind
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