初中英语人教新目标 (Go for it) 版九年级全册Section B教案配套ppt课件

Teaching Procedures

Tips

Step 1 Before-listening

视频吸引学生兴趣并帮助学生快速进入主题。学生看视频回答问题帮助学生复习之前所学知识。

学生通读文本，回答问题，巩固复习所学知识。

学生给故事编一个结局，引入听力部分，激发学生思考 。

Lead-in

Step1: Show Ss teaching goals.

T: Morning everyone. Today we will continue to talk about the story of the happy man, and I hope you can write an end for the story.

Step2: Ask Ss to watch a short video clip and answer the questions.

Q1: What is happiness? 

Q2: What will make you happy?

(Before Ss answer the above two questions, ask them to talk about the video with their partners. )

Review

       T asks Ss to read the story and answer questions.

Q1: What’s the doctor’s advice?

Q2: What makes the prime minister unhappy?

Q3: What makes the banker unhappy?

Q4: What makes the singer unhappy?

Q5: What happened at last?

(When Ss are reading, T collects their pronunciation mistakes and leads Ss to read again. Ask Ss to answer the questions so as to check Ss understanding.)

1a

       Ask Ss to choose one possible ending the story in 1a.

T: Look at the possible endings to about the unhappy king in 1a. Do you think any of these is the right one? If so, which one?

(T don’t need to spend too much time on this step, because it’s just a lead-in.)

Answers will vary.

1b

       Ask Ss to discuss other possible endings for the story with their partner.

(T may want to highlight the fact that the story is fable, which means that it has a moral. In other words, it tries to teach a lesson about life. Ss may be prompted to think about possible lessons that the story may want to teach before they think of potential story endings.)

Step 2 While-listening

学生听过一听二读和再读三个环节，熟悉听力材料，同时更好的理解听力文本。

1c

       Ask Ss to listen to 1c and do exercise.

T: What is the end of the story? Let’s listen to 1c and check () the things that happened in the rest of the story.

(The tape can be played twice. For the first time, Ss listen and do exercise. For the second time, Ss check their answers. T walk around and write down their common mistakes.)

Answers: The general saw a poor man on the street.

        The poor man was a happy man.

1d

       Ask Ss to listen again and answer questions in 1d.

(First, Ss listen and try to use their own words to answer the questions. Then Ss read the listening script and find out the topic sentence: I have everything I want, and I don’t want what I can’t have. So I’m happy, and my song comes from the happiness in my heart.)

Answers:

1. It took the general two days to find the happy man.
2. He was eating some food with his hands and singing happily to himself.
3. He had everything he wanted and didn’t want what he couldn’t have.
4. No, because the poor man did not have a shirt.

Step 3 Post-listening

1e

Discussion

Step1: Ask Ss to talk about their understanding of the topic sentence.

T: Do you agree with the poor man’s thoughts about happiness? Discuss your ideas with your group.

(Ss share their ideas and reasons. The aim of this part is to help Ss active their minds so one or two minutes is enough for this part.)

Step2: T ask Ss to think of their endings for the story.

(T divides Ss into different groups, each group can discuss one possible ending for the story. They can either tell the ending orally or role-play the ending. Enough time should be given in this part. When Ss are sharing, T must give comments on their performances.)

Step3: Happiness consists in content.

(T makes a summary in the end: Happiness consists in content. )

这个环节的小组讨论，激发学生对人生的意义进行思考，重塑学生的世界观，让他们对人生有新的理解。

Step 4 Exercises & Homework

通过习题让学生对知识点的用法有更加清晰的认识。

Exercises

       Ask Ss to do the exercises on PPT P20.

        T ask Ss to make a summary about language points they learned today.

Teaching Reflection

The shining point in this class is that Ss have a deep discussion about the value of life. At the same time, they give different endings to the story which helps to active their mind and open their horizon. In role-play part, Ss didn’t prepare well, so there were many grammar mistakes. More guidance should be given when they prepare the role-play.