九年級unitSectionB閱讀教學設計

人教版英語九年級Unit2教學設計年級九年級科目英語授課人時間課題名稱UNIT2Ithinkthatmooncakesaredelicious!課時SecB2a-2e2a學情分析二、學習目標及依據1.語言目標：1)能熟練掌握以下單詞及短語：Christmas,lie,novel,eve,dead,business,punish,warn,present,warmth,spread,endup。2)能熟練掌握下列句子：ButbehindallthesethingsliesthetruemeaningofChristmas：theimportanceofsharingandgivingloveandjoytopeoplearoundus.Henowtreatseveryonewithkindnessandwarmth,spreadingloveandjoyeverywherehegoes.3）能熟練掌握閱讀技能：①能夠較好地掌握和運用本課的重點詞匯、短語和句型。②能夠讀懂故事、了解故事內容，掌握一定的閱讀技巧，如：除了理解語言的表層含義外，通過推斷讀懂作者在字里行間所表達的深層含義；學會使用思維導圖。③能夠完成相關閱讀任務，學會用恰當的語言復述故事2.情感態(tài)度價值觀目標：通過探討圣誕節(jié)的含義，能體會到關愛、同情及憐憫之心是人類社會的寶貴財富，人人應當將之傳承，以愛心回報社會。重難點重點1.學生能夠較好地掌握和運用本課的重點詞匯、短語和句型復述故事。2.能夠讀懂故事、了解故事內容，掌握一定的閱讀技巧，如：除了理解語言的表層含義外，通過推斷讀懂作者在字里行間所表達的深層含義；學會使用思維導圖。難點能夠讀懂故事、了解故事內容，掌握一定的閱讀技巧四、教學活動及設計思路教學環(huán)節(jié)教學內容設計目的Step1.LearninEnjoyasong.T:Didyouhearthesong?Whatfestivalisthesongabout?WhatdoyouknowaboutChristmas?LearnsomeinformationaboutChristmas.Date;Symbol;Activities（watchavideo);Stories.DiscussingthebackgroundknowledgeaboutChristmas,toprepareforthereading；toarouseSs’interestoflearning.討論圣誕節(jié)的相關內容，為閱讀做準備，引起學生的學習興趣。Step2Presenta-tionofthewordsStep3ReadingNewwordsT:Doyoulikepresents?Ihavesomepresentsforyoutoday.Whichonewouldyouliketochoose?ConsolidationOneminutetorememberthenewwords.Thenhaveanactivitytocheck.FastReadingReadthepassagequicklyandmatchthemainideawitheachparagraph.CarefulReading1.ReadPara1carefully.Andanswerthequestions.Q1.WhatarethecommonthingsforChristmas?Q2.What’sthetruemeaningofChristmas?Q3.Whichstoryismentioned?Q4.Whydidthewriterchoosethestory?2.ReadPara2carefully.(1)Answerthequestions.Q1.Howmuchdoyouknowaboutthisbook?Q2.Fromthebook,what'sScroogelike?Findthesentencesthatdescribehim.Andwhatdoesthesesentencesmean.(2)DoyouthinkScroogehasanyfriends?Q1.WhoisJacobMarlay?Q2.WhathappenedtoJacobMarley?Q3.WhywasMarleypunishedafterhedied?Ss:BecauseheusedtobejustlikeScrooge.(T:What’sthemeaningofthewordinthepassage?)Q4.DoesJacobMarleywanttohelpScrooge?Why?BecausehewarnsScroogetochangehiswaysifhedoesn’twanttoenduplikehim.(T:What’sthemeaningofthewordinthepassage?)Q4:WhydidtheghostofJacobMarleycometovisitScrooge?(Watchavideo)Q5.AccordingtoJacob,doyouthinkwhatthemeaningoftheword“spirit”is?GhostReadPara3carefully.Q1.Frompara3,Whatarethenamesofthesethreeghosts?Q2.Frompara3,WhatdoesScroogeseewhenhe'swithghosts?AndWhatishisfeelingatthattime?ReadPara4carefully.(1)Answerthequestions.Q1.FromPara4,WhatdoesScroogedoafterhewakesup?Q2.WhatdoyouthinkofScrooge?Whatarethedifferencesbetweenthepastandnow?Watchavideo.LearnabouttheScrooge’schangeafterhewakesuponChristmasDay.6.Deepthinking.Q.WhatisthespiritofChristmas?Sharingandgivingtheloveandjoytopeoplearoundus.7.Emotionalsublimation.Weshouldputawayourspinesandacceptothers.8.Workon2e.1.Discussion。WhatdoyouthinkthethreeghostssaytoScroogewhentheyvisithim?2.Makeaconversationandrole—play.9.ProgressIfyouareaChinesestudent,canyoutellusthesimilaritiesanddifferencebetweentheSpringFestivalandChristmas?11.Retell.通過拆盲盒禮物的方式來進行新單詞的教授，既可以檢測學生的預習情況，也可以充分調動課堂氣氛。Fastreading.Tofindoutthemainideaofeachparagraph.TotrainSs’readingskills,andhelpSstobuilduptheirknowledgehierarchybythemselves.快速閱讀。要求學生在規(guī)定的時間能完成了解段落大意。以訓練學生的閱讀技巧，訓練學生去有方向地自主構建知識體系。TocheckSs’comprehensionofPara1byaskingquestions;tohelpSs’payattentiontothekeyinformation.檢驗學生對Para1的理解，幫助學生關注到關鍵信息。TohelpSslearnthebookAChristmasCarolbyusingthemindmap.使用思維導圖幫助學生認識圣誕歡歌這本書。Toteachthenewreadingskill:inferring.AndhelpSssummarizeScrooge’spersonalitytraits.幫助學生總結Scrooge的性格提點并理解什么是inferring.Topreparefornextactivitythroughtransition.通過過渡句為認識Jacob做準備。TohelpSsanalyzedeeplywhyJacobcametovisitScrooge;tohelpSsunderstandthemeaningsofthetwo“l(fā)ike”.幫助學生深度分析為什么Jacob來拜訪Scrooge,幫助學生理解兩個like的區(qū)別。TohelpSsfeelaboutthescreenbywatchingavideo;toarouseSs’interestoflearning.通過看視頻幫助學生感受Jacob拜訪Scrooge的場景，吸引學生的學習興趣。TohelpSsknowaboutthethreeghostsbyfillingtheblanks,andunderstandScrooge’sfeelingsbetterwhenheiswiththeghosts.通過填空幫助學生學習這三個鬼魂，也更好的理解當Scrooge被這些鬼魂帶去過去，現在和未來的時候的感受。ToanalyzedeeplyScrooge’schange.Tolivenuptheclassroomatmospherebywatchingavideo深入分析Scrooge的改變,通過看視頻再次點燃課堂氣氛。TodevelopSs’theabilityofthinking,；toechothepreviousvi