初中英语人教新目标 (Go for it) 版九年级全册Section B教学设计

这是一份初中英语人教新目标 (Go for it) 版九年级全册Section B教学设计，共5页。

The tpic f this lessn revlves arund the stry f the little by Peter, and he is very depressed after lss. But Dad's encuragement and team understanding helped him get ut f the shadws and build cnfidence. Based n the stry, frce students t learn the usage f make (make+ sb.d sth. And make+sb.adj.), and use recgnizing idims .
Analysis f students
In the previus few lessns, students have embarked n a certain jurney n the different emtins and feelings brught by different things. The language input and utput f the degree can use the dynamic usage f make. There is sme knwledge reserve t talk abut the impact f things n peple. The ninth-grade students have mastered certain reading skills. the cntent f this lessn is clse t the student's life.
The sectin is fascinating and easy t aruse students' idelgical resnance, s students can enter the text quickly and analyze the text.
Teaching Objectives
Language ability:
1. T be able t understand the passage abut Peter.
2. T be able t cmplete a timeline and the mind map.
Learning ability:
1. T cperate with grup members and retell the passage.
2. T imprve reading ability.
Thinking quality:
T analyze and master the structure f the passage.
Cultural awareness:
T knw what spirits we can learn frm the stry.
Teaching fcus
1. T understand sprts spirit.
2. T master reading skills
Teaching steps
Teaching activities
purpse
Lead-in
1. Enjy the vide f FIFA Wrld Cup Qatar 2022.
2. Talk abut the sccer game.
3. Lk at the pictures and talk abut sme sccer stars.
4. Watch a vide abut the mistakes n sccer games.
5. Share students’ feelings.
Cnnect with the reality f life, frm
FIFA Wrld Cup Qatar 2022 f ht news, thrugh “ftball-sccer players-failure”
t aruse the interest in learning
Pre- reading
1. Draw int Peter and his sccer team.
2. Lk at the title and the picture, guess what the passage mainly abut
Train Ss’ ability in getting the main idea f the passage
While-reading
I. Fast- reading
1.Read the passage quickly and answer the three questins.
（1）Hw many characters are mentined?
（2）Hw many paragraphs are there?
（3）Hw many parts can it be divided?
2.Learn the structure f the text.
3.Sum up the main idea f each part.
II. Careful- reading 1.Read Part 1 and try t find ut Peter’s prblem and sum up Peter’s feelings.（1）What happened t Peter?
（2）Hw did Peter feel after he missed a gal?
（3）Why did Peter feel angry and wrried?
2.Read the Part 2 carefully and wrk in pairs t find ut the father’s advice and analyze the father’s characteristics.
（1）What is Peter father's advice?
（2）What d yu think f his father?
（3）What is yur advice fr Peter?
（4）What did Peter d after listening t his father?
Wrk in pairs and rle-play Peter and his father. Tw minutes later, sme pairs shw their wrk in class.
2.Read Part 3 and answer the questins.
（1）What did Peter d t his teammates?
（2）Hw did Peter cmmunicate with his teammates?
（3）What happened after Peter tld his teammates that he was srry?
（4）What did Peter's teammates say ?
Wrk in grups and have a discussin
Fast reading aims at develping students' reading skills f scanning paragraphs and the ability t analyze text structure.
Train Ss’ ability in getting specific infrmatin abut the feeling f Peter.
Train Ss’ ability in getting specific infrmatin abut the advice f Peter’ father.
Train Ss’ ability f getting specific infrmatin abut the encuragement frm Peter’s teammates
After-reading
1.Idims.
（1）Wrk n 2d. Find idims r phrases frm the stry t replace the underlined parts f the sentences.
（2）Add mre idims fr Ss t accumulate.
2.Retelling.
（1）Number the events in the crrect rder.
（2）Cmplete the mind- thinking.
（1）Frm Peter's stry, can yu find ut the changes f Peter 's feeling?
（2）Why did Peter have the changes?
（3）If yu are ne f Peter's teammates, what wuld yu say t Peter?
Train Ss’ Reading ability.
Train Ss’ ability in retelling the stry with the help f mind map.
Train Ss’ extensive thinking.
Train Ss’ ability in expressing wn pinins
Summary
1. The gd team spirit:
pull tgether, learn frm
2.The spirit learning:
Dn't be afraid f mistakes, yur past mistakes are meant t guide yu, nt tear yu dwn.
Cnslidate Ss’ learning
Hmewrk
1.Find mre English idims after class
2.Think f yur stry f learning frm making mistakes and share the stry next class
课后反思
本节课激活了学生的思维，点燃了学生的学习激情，让学生在真实情景中体验、参与、学习。通过整体阅读梳理文章脉络，巧用思维导图，解读文本逻辑，设计问题连，进行深度阅读，践行学思结合、用创为本的英语学习活动观。切实发展语言能力，培育文化意识，提升思维品质，提高学习能力，是一节高效、有趣的阅读课。
1.导入环节。联系生活实际，从世界杯热点新闻出发，通过足球比赛的视频和著名球星的图片拓展其视野，自然导入“足球——球员——失误”话题，步步深入，激发学生学习兴趣。
2. 读前预测。利用题目和图片，预测文章主旨大意，渗透读前预测的阅读策略，引导学生掌握正确的阅读方法。
3.读中分析。先是让学生通过快速浏览，总体阅读文章，引导学生使用略读方式获取语篇中所出现的人物，明确文章结构，把握每部分大意，从而初步了解文章的主旨，为细读文章做准备。接着，引导学生从泛读文章过渡到细读文章。通过问题链的设置，引导学生从第一部分中找出 Peter的问题、感受和产生感受的原因，并通过短文填空的方式巩固语言基础。Peter父亲的话是文章的主旨所在，通过同伴合作，鼓励学生找出父亲所提建议，并分析父亲的性格特征，在此基础上提出自己的建议，引导学生灵活运用所学语言，读有所思、思有所得。通过问题链引导学生获取关于队友回应的细节信息，在此基础上，创设合作学习的机会，鼓励学生发散思维，讨论团队精神的具体表现，激发学生的深度思考，适时进行情感教育。同时渗透阅读技能教学，加强学生的语言搭配和词块意识。4.读后总结。引导学生梳理 Peter的情绪变化，激发其对 Peter变化的思考，训练其辩证思维能力。通过排序和思维导图的方式引导学习整合文章主要信息，再次检查学生对文章细节的获取、理解和复述，巩固语言知识，帮助学生梳理文章内容，提升逻辑、创新思维，并通过复述将所学到的语言知识进行内化和创造性输出。
在教学过程中仍有不足之处：
1. 课堂内容多，各任务安排紧凑，小组讨论和展示环节未能做到充分体现。
2. 课堂分层教学不明显，针对后进生还需设置一些精简的环节，鼓励他们更加积极的参与课堂。
3. 本节课中设计的问答比较多，应为学生准备学案，让回答落实在笔头上，全面促进读写训练。
在阅读教学过程中，学生应始终是学习的主体，教师有效主导是必要的前提和基础，学生的理解是保证，学生的运用能力是关键，学生的创造性思维是升华。只有充分发挥教师的主导作用和充分体现学生的主体作用，才能提高课堂效率和质量，真正达到阅读教学的目的。