牛津译林版九年级英语上册Unit 1 Know yourself第2课时示范课教案

Unit 1 Know yourself

Reading (1)

一、教学目标

1. 掌握重点词汇和词组：born，impress，sculpture，praise，accountant，upset，general，take the lead，fall behind，challenge，chief，high-speed，connect to/with，operation，pay attention to，standard，pioneer，surgeon，carelessness，extra，devote，respect，either…or…，not only… but (also)…等。

2. 掌握重点句型：

It’s necessary to pay attention to every detail.

Life is like a race. You either take the lead or fall behind.

You can’t be too careful.

She’s always willing to work extra hours.

3. 通过读，获取文章的大意和关于Wu Wei, Su Ning, Liu Hao和Fang Yuan的工作和性格的相关信息。

4. 能够用本课词汇和句型复述文章。

5. 培养良好品格，为了自己未来理想工作好好学习，增长本领。

二、教学重点及难点

重点：

1. 引导学生通过阅读，获取文章的大意，并能获取关于Wu Wei, Su Ning, Liu Hao and Fang Yuan的工作和性格的细节信息。

2. 引导学生，使用本课所学的词汇和句型复述文章。

难点：

引导学生，运用本课所学词汇和句型复述文章。

三、教学过程

Step 1 Warming-up

1. Guide Ss to work in pairs and talk about the following questions.

(1) What kind of person are you?

(2) What job do you think will be suitable for you in the future?

【设计意图】以小组为单位进行问答练习，既复习了上节课关于人物性格的词汇，同时也引出了本节课的主题。

2. Guide Ss to correct letters in the blanks to make complete explanations.    

【设计意图】通过匹配练习，引导学生回顾上节课所学的词汇，为接下来的阅读做好准备。

Step 2 Pre-reading

Show the picture of Ma Yun, give information about him and guide Ss to discuss what he is like. 

【设计意图】引入名人图片，在自然交流中，激活学生头脑中关于人的个性的词汇，并由此渗透personalities和jobs之间的关系，有效激发学生参与课堂的兴趣，快速切入主题。在此基础上借助图片创设微型语境，以词块的形式呈现部分生词pioneer、challenges、devote…to、standard, born，帮助学生扫除一定的阅读障碍。

Step 3 While-reading

1. Guide Ss to read the article quickly and answer the questions:

(1) What is the article talking about?

(2) What are their jobs?

【设计意图】通过略读，培养学生总结概括能力，整体把握文章脉络，获取文章的大意。

2. Guide Ss to read Passage 1 carefully and answer two questions:

(1) What does Wu Wei’s best friend think of him?

(2) What has won high praise from the art community?

【设计意图】通过两个问题来引导学生对第一段文本开展细读活动，培养学生获取细节信息的能力。

3. Guide Ss to read and guess: What do “his work shouts” and “praise” mean here? Then teach them the meanings.

【设计意图】猜测文本中典型句子和生词的意思，师生共同总结解决方法，可以有效地逐步培养学生猜词悟义的能力。

4. Guide Ss to read Passage 2 carefully and complete the form.

【设计意图】让学生通过苏宁过去与现在的工作对比，使其对性格要适合工作有更深的理解。

5. Guide Ss to infer the meaning of “Life is like a race. You either take the lead or fall behind. I’m ready to take on new challenges any time.”

【设计意图】引导学生理解句型“Life is like a race. You either take the lead or fall behind.” 的意思，深入解读人物，加深学生对人物的理解，同时促进学生的思考，提高思维品质。

6. Guide Ss to read Passage 3 carefully and complete the forms.

【设计意图】通过引导学生填写流程图的，使学生掌握此类文本的结构，同时也训练学生利用指示词去寻找特定信息的能力。

7. Guide Ss to read Passage 4 carefully and answer the questions.

(1) What does Fang Yuan think of her work?

(2) Why do people respect her?

【设计意图】通过问题链聚焦主人公的行为和品格，挖掘人物的优秀品质。

Step 4 Post-reading

1. Guide Ss to retell the passages according to the key information and then share in class.

【设计意图】巩固内化语言和信息，为下边的新语境下的采访活动做准备。

2. Offer a context of an interview and guide Ss to interview in pairs by giving a sample.

【设计意图】在新的语境中继续内化语言和信息，为学生的语言学习、思维发展和意义探究提供可能。

Step 5 Summary

Summarize what they’ve learnt in this class.

Step 6 Homework

1. Search more articles about people who are outstanding in their fields and try to make notes.

2. Write your own article about jobs and personalities, including:

(1) What are your personalities?

(2) What job do you want to do in the future?

(3) Do you think your personalities is suitable for the job?

【设计意图】通过网络搜索信息记笔记，是拓宽学生的学用渠道很好的选择，通过写作，巩固语言、内容和结构，有利于学生写作能力的发展。

四、板书设计

Unit 1 Know yourself
Reading (1)