初中英语人教新目标 (Go for it) 版九年级全册Section B完美版课件ppt

Teaching Procedures

Tips

Step 1 Warming up

       Show Ss a video about the left-behind children, ask them to watch the video and answer the questions:

1. What is this video about?

2. Who do most left-behind children live with?

3. What do you think the children in the video need?

Step 2 Presentation & Reading

Pre-reading

2a

       Before reading, show the picture of Li Wen to Ss, introduce him briefly and ask Ss the following questions:

 1. How might Li Wen feel when his parents are away from home?

 2. What kind of problems might he have?

While-reading

2b

       Ask Ss to read the passage and put the sentences [A-D] to the correct places.

T may wish to tell Ss to just read what is there and guess at what the blanks should be filled in with. Ss can write down their thoughts in the margins. They can then check how close their guesses were once they complete the activity.

(Optional choice: T can ask Ss to explain whey he/she chooses to put that sentence in the blank, then use PPT P15-18 to check the answers.)

Answers: C, D, A, B

2c

       Ask Ss to read the passage again and underline the problems that Li Wen used to have.

Answers: 1. He often felt lonely and unhappy.

2. He became less interested in studying.

3. Sometimes he was absent from classes, and he failed his examinations.

4. Li Wen was shy and was not able to make friends quickly in school.

5. He wanted to leave the school.

2d

       Ask Ss to use clues from the passage and guess the meanings of the words in the box in 2d.

Draw Ss’ attention to the box at the top right hand corner of the passage. Tell Ss that people don’t usually carry a dictionary around with them, so very often, they will have to guess the meaning of a word based on the context it is used in.

(Tip: It is important for the T to ask Ss how they get the meaning of a word from the context.)

Answers: influence: have an effect on; change

absent: not present; missing from

boarding school: a school that a student can stay in, i.e. he / she does not need to go home every day.

in person: face to face

       Show the chart on PPT P25 to Ss. Ask them to close their books and complete the chart.

Step 3 Language points learning

seldom的用法

seldom的意思是“不常; 很少”，seldom具有否定意义, 用于反意疑问句时, 附加问句要用肯定形式。

influence的用法

influence既可作动词也可作名词，意思是“影响”。influence的常见搭配有：influence sb. / sth. 影响某人或某事

influence sb. to do sth. 影响某人做某事

have an influence on 对......有影响

under the influence of 受到......的影响

absent的用法

absent是形容词，意思是 “缺席;不在”, 常见搭配有：be absent from ...

absent的名词形式是absence，意思也是“缺席，不在”。

fail的用法

fail是动词，意思是“不及格；失败；未能（做到）”。fail的常见搭配有：fail in sth. 在某方面失败

fail to do sth. 未能做到某事

advise的用法

advise是动词，意思是“建议”，其常见搭配有：

advise sb. (not) to do sth. 建议某人（不要）做某事

advise doing sth. 建议做某事

此处只列举部分语法点。

Step 4 Summary & Homework

Post-reading

       Show PPT P38 and explain the passage structure to Ss.

2e

       Ask Ss to finish the task in 2e and remind them that the meaning of some words and phrases are similar.

Answers: look after/take care of; missed/was absent from; made a decision/decided; changed/influenced; be proud of take pride in

2f

       Divide Ss into groups of three and ask them to discuss what Li Wen and his parents would have talked about. Each group should draft a guideline on how the conversation would flow, keeping in mind the three points in the textbook. Each group can the write the actual dialogue and decide who in the group will play which role.

Summary

       Ask Ss to do the exercises from PPT P42-43.

Homework:

       Preview 3a-3b in Section B.

       Do the exercises in students’ book.    

Teaching Reflection

In this period, students will learn and practice how to guess the new words’ meaning by using context while reading the story about Li Wen. It is a good time to train the students’ ability of reading quickly and efficiently. So we deal with new words and phrases by reading the passage again and again.They must learn some new words and new language items. Reading strategies are helpful and they must learn to use them.

Another important thing is to ask the students to learn from the character in the story and learn to overcome their difficulties. 

After reading, we can talk about the reading passage and discuss what Li Wen and his parents may talk about.