人教版九年級英語Unit1 Section B 2a-2e 說課稿

UnitlHowcanwebecomegoodlearners?SectionBReadingHowcanyoubecomeasuccessfullearner?Goodafternoon,ladiesandgentlemen.It'smygreathonorandpleasuretobeheresharingmylessonwithyou.I'dliketobeginthisrepresentationwithsixparts.Analysisoftheteachingmaterial,analysisofthestudents,theteachingmethods,thestudyingmethods,theteachingprocedureandtheteachingreflections.PartiAnalysisoftheteachingmaterialThecontentofmylessonisGoforitGrade9UnitlHowcanwebecomegoodlearners?SectionBReadingHowcanyoubecomeasuccessfullearner?Thetextmainlytalksaboutsomedifferentkindsofhabitsofbecomingasuccessfullearner.Thegrammarpointisformalsubject.Byreadingthearticle,studentscaneffectivelycomprehendtheuseofformalsubject.Thelearningstrategyofthislessonisusingthedictionary,hopingthatattheendofthelesson,studentscanformaninfiltratedknowledgeofthestrategy,andinthefuturestudytheycanconsciouslyusethedictionarytofindthedefinitionthatmatchesthecontextofwordinthetext..TeachingAimsAccordingtothenewstandardcurriculumandthesyllabus,andafterstudyingtheteachingmaterial,Ithinktheteachingaimsarethefollowings:@Attheendofthislesson,studentsareabletolearnhowtolearnandfindrightwaysoflearningEnglisharound"goodlearner'*,comprehendtheeffectofthisarticleandtoequipstudentswithknowledgeofthelanguageandarousetheawarenessofdevelopinggoodlearninghabitsandstudyskillstolearnwiselyandefficiently.②Attheendofthislesson,studentsareabletomasterreadingstrategyusingdictionariestofindthedefinitionthatmatchesthecontextofthewordandusereadingskillsofskimmingandscanningtofinishreadingbyfinishingthesetasks.TheImportantandDifficultPoints.Basedontherequirementofthesyllabus:①Themostimportantpointofthislessonisaboutgraspingthemainideasofreading,understandingdifferenlkindsoflearninghabits.②Themostdifficultpointofthislessonisaboutfindingoutthestructureofthepassageandcommunicatinganddiscussingwithpartnersaboutthetopic”goodleaner”.AnalysisofthestudentsThestudentsarejuniorstudentsofGrade9.TheyhaveacertainabilityofEnglish.Somestudentsarenotactiveandconfidentinclass,somestudentshavetroublereading,andtheyarepoorinreadingstrategics,sorilhavestudentsstudyinarelaxedatmosphere.Afterlearningthepreviouscontentofthisunit,studentsshouldhavesomeknowledgereserveoflearningEnglish.However,inthislesson,studentsneedtomakeuseofwhattheyhavereadandcombingwiththeirownlearningsituationtoreflectonwhethertheyhavethelearninghabitsandmethodsthatexcellentlearnersshouldhave.Studentslearnorcanconsciouslychooseeffectivelearningmethodsbasedontheirownrealitiestoachieveacademicsuccess.TeachingMethodsAsweknow,agoodteachingmethodrequiresthattheteachershouldhelpstudentsdevelopgoodsenseoftheEnglishlanguage.Forachievingtheseteachingaimsandaftertheanalysisoftheteachingmaterialandteachingaims,Iwillusethefollowingmethodsaccordingtothemodernsocialcommunicationteachingtheories.?InteractiveApproach?Task-basedLanguageTeaching?Discussionleaching?Self-dependentlearning?cooperativelearning.StudyingMethodsAccordingtothesituationofthestudentsandteachingaims.THteachSshowtobesuccessfullanguagelearnersbytheseways:①Letstudentsgettheknowledgeactivelybyskimming,scanninganddetailedreading.?LettheSsfindoutthestructureofthepassage.TeachingProcedureSteplLead-inGreetstudentsWarm-up①Leadinthetopicbyholdingaclassmeetingabouthowtobecomeasuccessfullearner.②ShowstudentsavideoaboutagirPshabitoflearningEnglish.Purposeofmydesign:@LcadinthetopicandcatchSs'attentionaboutthetopic.②Itisaconnectinglinkbetweentheprecedingandthefollowing.③ItisalinkbetweenthetextbookandSs'dailyschoollife.StepIIPre-readingTaskl:AskstudentssomeeasyquestionsQI:WhoisthebestChineselearnerinourclass?Q2:Whoisthebestmathlearnerinourclass?Q3:WhoisthebestEnglishlearnerinourclass?Purposeofmydesign:Itisclosetostudents,life,soitcanmaketheminterestedinthenextstudying.LetSshavethedesiretoreadfurtherTask2:Askstudentstothinkanddiscusswhatisgoodlearninghabits,thenlistsomegoodlearninghabits.Purposeofmydesign:Toprovidethenecessarybackgroundknowledge.ltisapreparingfbrSs'output.Task3.Letstudentslookatthepictureandtitletopredictwhatthispassageistalkingabout.Purposeofmydesign:Tostimulatestudents*interestinreading.StepHIWhile-readingTask1Skimming:?AskSstoreadquicklyanddividethewholepassageinto3parts,thenfondoutthetruestructureofthepassage.②AskSstolookthroughthepassagetofindoutthemainideasbyreadingthesubtitles.Purposeofmydesign:leadstudentstoknowskimmingisusefulforthemtofindoutthemainideaofapassage.Task2Scanning①Readthesecondparagraphandfillinthechart?Detailedreading:Readthethirdparagraphandanswerthequestions?Detailedreading:Readthefourthparagraphandanswerthequestions?Detailedreading:Readthefifthparagraphandanswerthequestions?Detailedreading:Readthefifthparagraphandanswerthequestion.?Readthepassageagainandfillintheblanks.Purposeofmydesign:Leadstudentstoknowthestrategyofscanning,letthemlearntoscantheusefulinformationtheyneedLetstudentslearnaboutsomethingimportantaboutgoodlearninghabits.Enablestudentstounderstandthegivenmaterialbetterbyusingdifferentreadingskills.Tomakestudentsgetlanguageinformation,andmasterreadingrecipesintheprocessofreadingStepIVpost-readingTask1.Leadstudentstoretellthepassagebythemindmapwiththeteacherstepbystep.Task2.Askstudentstolookupthefollowingwordsofthecontextinthedictionary.Thenmakeasentenceforeachword.Purposeofmydesign:Cultivatetheabilityofusingdictionary.Task3Discussandsharetheusefullearninghabitswithclass.Purposeofmydesign:①Developthestudents'abilityofspeakingandshowtheiropinion.②It'stheOutputoftheirknowledge.IthinkiftheSscanfinishthistaskwell,theywillbenefitalotintheirspokenEnglish.StepVHomeworkHomework:Dosomereviewandwriteashortpassageabouthowcanyoubecomeasuccessfullearner!Purposeofmydesign:Reviewingisagoodwaytorepresentthekeyknowledgecontentofthetext,letthestudentsconsolidatetheinternalization.Part6TeachingReflectionsInmyopinion,itissuccessful.Myreasonsareasfollows:Firstly,theteachingaimswerequiteclear.Thestructureofthislessoniscomplete.