英语九年级全册Section A教学设计

这是一份英语九年级全册Section A教学设计，共5页。教案主要包含了成功之处，不足之处，改进措施等内容，欢迎下载使用。

人教版九年级 Unit 4 I used t be afraid f dark Sectin A 2a-2d 教案
班级
备课教师
课型
第2课时
课时
1
I. Teaching Objectives
1. Language skills:
Students will be able t understand and use the key vcabulary and sentence structures related t describing peple's past and present persnalities and behavirs, such as "used t" and "be afraid f".
Students will imprve their listening and speaking skills thrugh varius activities.
2. Language knwledge:
Students will master the usage f "used t + verb" t talk abut past habits and experiences.
Students will learn sme adjectives t describe persnalities.
3. Affective bjectives:
Help students realize that peple can change and encurage them t have a psitive attitude twards changes.
Encurage students t share their wn experiences and feelings bravely.
4. Learning strategies:
Develp students' listening strategies, such as predicting and taking ntes.
Cultivate students' cperative learning skills thrugh pair wrk and grup wrk.
II. Teaching Key Pints and Difficult Pints
1. Key pints:
Master the key vcabulary and sentence patterns related t the tpic.
Understand and use "used t" crrectly t describe past situatins.
2. Difficult pints:
Distinguish the differences between "used t d" and "be used t ding".
Enable students t express their wn and thers' past and present changes fluently.
III. Teaching Methds
1. Task-based teaching methd: Design varius tasks t help students cmplete the learning gals step by step.
2. Cmmunicative teaching methd: Encurage students t cmmunicate and express their ideas in English.
3. Audi-visual teaching methd: Use multimedia resurces t stimulate students' interest and enhance their understanding.
IV. Teaching Prcedure
Step 1: Warming up (5 minutes)
1. Play a shrt vide abut a persn's grwth and changes.
2. Ask students sme questins: What can yu see in the vide? Hw did the persn change?
Step 2: Presentatin (10 minutes)
1. Present sme pictures f peple and describe their past and present using "used t" and the new wrds. Fr example: "He used t be shrt, but nw he is tall."
2. Have students lk at the sentences and summarize the structure f "used t".
3. Explain the usage and rules f "used t" clearly.
Step 3: Practice (10 minutes)
1. D a listening activity (2a). Play the recrding and have students circle the wrds they hear.
2. Check the answers tgether and ask students t repeat the sentences.
3. D anther listening activity (2b). Play the recrding again and have students cmplete the sentences.
Step 4: Prductin (15 minutes)
1. Pair wrk: Have students wrk in pairs and talk abut their wn r their friends' past and present changes using "used t". Encurage them t ask and answer questins.
2. Grup wrk: Divide students int grups. Each grup selects a representative t share their grup's discussin results.
3. Rle-play: Present the cnversatin in 2d. Have students read it alud and then rle-play it in pairs.
Step 5: Summary and Hmewrk (5 minutes)
1. Summarize the key pints f this lessn, emphasizing the usage f "used t".
2. Assign hmewrk: Ask students t write a shrt passage abut their parents' r grandparents' past and present.
V. Blackbard Design
Write the key vcabulary and sentence structures n the blackbard, such as:
"used t + verb"
"be afraid f"
VI. Teaching Reflectin
一、成功之处
1. 教学目标达成
通过听力练习、对话模仿和角色扮演等活动，大部分学生能够理解并运用 used t 结构来谈论过去的经历和变化，达到了预期的语言知识目标。
在教学过程中，引导学生关注他人的变化，培养了学生的观察能力和同理心，实现了情感态度目标。
2. 教学方法多样
采用了任务型教学法，让学生在完成任务的过程中学习和运用语言，如听前预测、听中记录关键信息、听后回答问题等，提高了学生的听力技能和综合语言运用能力。
运用情景教学法，创设了真实的语言情境，如让学生回忆自己过去的害怕和现在的改变，使学生能够在实际情境中自然地运用所学语言。
3. 学生参与度高
设计了多种形式的课堂活动，如小组讨论、角色扮演、对话练习等，充分调动了学生的积极性和主动性，使学生能够积极参与到课堂中来，提高了课堂教学效率。
给予学生足够的时间和空间进行表达和交流，鼓励学生大胆发言，及时给予肯定和表扬，增强了学生的自信心和学习兴趣。
二、不足之处
1. 时间把控不够精准
在听力部分花费的时间较多，导致后面的对话练习和角色扮演时间略显仓促，部分学生没有得到充分的练习机会。
应该在听力练习前，更简洁明了地给予听力技巧指导，提高听力练习的效率，从而节省时间。
2. 对学生个体差异关注不足
教学过程中，没有充分考虑到学生的个体差异，对于基础薄弱的学生，在理解和运用 used t 结构时可能存在困难，没有给予足够的帮助和辅导。
今后应加强对学生的分层教学，设计不同难度层次的任务和练习，满足不同学生的学习需求。
3. 拓展不够深入
在教学中，仅仅围绕教材内容进行讲解和练习，对于 used t 结构的拓展和延伸不够，没有引导学生进行更多的语言输出和创造性表达。
可以补充一些相关的阅读材料或写作练习，进一步巩固和拓展学生的语言知识和技能。
三、改进措施
1. 精心设计教学环节，合理安排教学时间
在备课过程中，更加细致地规划每个教学环节所需的时间，确保各项教学活动能够顺利完成。
灵活调整教学进度，根据学生的实际掌握情况，适当增加或减少某些教学内容的时间。
2. 关注学生个体差异，加强个别辅导
更多地了解学生的学习情况和学习需求，制定个性化的教学计划和辅导方案，帮助基础薄弱的学生克服困难，提高学习成绩。
鼓励学生之间互帮互助，成立学习小组，共同进步。
3. 深入挖掘教材，拓展教学内容
充分利用教材中的素材，进行更多的拓展和延伸，培养学生的综合语言运用能力。
引导学生将所学知识与实际生活相结合，提高学生的语言运用能力和解决实际问题的能力。
通过对本次教学的反思，我认识到了自己在教学中存在的不足之处，在今后的教学中，我将不断改进教学方法，提高教学质量，关注学生的个体差异，让每个学生都能在英语学习中取得进步。