人教新目標版九下英語Unit11SectionB(2a-2e)【教案】

Unit11Sadmoviesmakemecry.SectionB(2a-2e)TeachingAimsLanguagegoalsSscanlearntorecognizeidiomsandphraseswhilereading.Keywordsandphrasesweight,shoulder,goal,let…down,coach,kick,kicksb.off,behardonsb.,besides,teammate,courage,ratherthan,guy,pull,pulltogether,relief,nod,agreement,fault,disappointKeysentences1.Hefeltliketherewasheavyweightonhisshouldersashewalkedhomealone.2.Tohissurpriseandrelief,histeammatesallnoddedinagreement.3.Itmadehimfeelluckytoknowthathewasonawinningteam.TeachingDifficultiesSsareabletounderstandthephrasesinthisarticle&Ssareabletosharethedetailsofthepassage.TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Pre-reading此部分作為引入環(huán)節(jié)，讓學(xué)生回憶比賽中發(fā)生過的不愉快的事情方便引入主題，并通過此問題激發(fā)學(xué)生的興趣。Predict是中考中需要掌握的一個閱讀技巧，通過對文本預(yù)測，啟發(fā)學(xué)生回憶起之前所學(xué)知識。Lead-inTasksSstoshareoneunhappyexperienceinacompetition.Q1.Whathappenedinacompetition?Q2.Howdiditmakeyoufeel?(Pasttensemustbeusedintheirstories.)TasksSstothinkaboutthequestion:Whichdoyouthinkisthemostimportantinateam?(Beforeanswering,TmakessurethatSscanunderstandthefourphrasesbypictures.Ssbrainstormingroupsandsharetheiranswersonebyoneinaline,aroworagroup.)Pre-readingTasksSstopredictsomeinformationaboutthepassageaccordingtothepictureinthetext.Q1:Whoistheboyandwhoaretheotherboys?Why?Q2:Whatteamaretheyon?Why?Q3:Didtheywinthegame?(TusesquestionsabovetoleadSstofillintheblanks.AskSstoobservecarefullyandfillintheblankswiththerightwordform.)Step2While-readingFirstReading環(huán)節(jié)教會學(xué)生閱讀策略skim。通過對文本進行段落劃分，讓學(xué)生對文章大意有初步了解。SecondReading環(huán)節(jié)教會學(xué)生閱讀策略scan。讓學(xué)生學(xué)會找文本細節(jié)。讓學(xué)生對重點的句型有更清晰的了解和掌握。通過讓學(xué)生角色扮演，從而對文本有關(guān)teamwork的短語和句型進行練習(xí)，同時便于老師檢測學(xué)生還沒有完全掌握的部分，寓教于樂，時效性強，這也是學(xué)生最喜歡的部分。While-readingFirstReadingAskSstoskimthepassageanddividethepassageintothreepartsaccordingtotherelatedmeaning.(TtellsSswhatskimis:toreadfastandfindthekeywords.TasksSstodividethepassageintothreepartsandusesonesentenceorphrasetosummarizeeachpart.Sscandiscussitwithingroupsbeforesharing.TguidesSstofindkeywordsorrelatedmeaningsineveryparagraph.Sssharethestructureofthepassageaccordingtotheirownunderstanding&Tgivesguidance.IntheendTshowSstherightstructure.)AskSstomatchtheideasofthethreeparts.(TalsoneedstotellSsreadingskillslikefindthekeywordsorsentencestomakeasummary.IfSscan’tsummarizecorrectly,TshouldleadSstofindoutthekeysentencesorphrasesandthentheycanlearntosummarizewell.)SecondReadingAskSstoscanpara.1andanswerthequestions.Q1:What’shismistake?Q2:Howdidhefeelafterthegame?Q3:Whydidhefeelangryandworried?(TtellsSswhatscanis:toreadcarefullyandfindthedetailsofthepassage.Sincethearticleisdifficulttoreadandunderstand,it’sbetterforSstoreadafterT.WhileSsareansweringquestions,Trememberstocorrecttheirpronunciations.Tshowstheanswersofeachquestionandexplainsthedifficultwordsorphrases.)AskSstoscanpara.2-6andfindoutsomeadvicePeter'sfathergavehim.AskSstoscanpara.7-11andcircleTfortrueorFforfalse.ThirdReading2aAskSstotalkaboutthemistakestheyhavemadebeforeandtheirfeelings.Answerswillvary.2bAskSstoreadthearticleingroupsandnumbertheeventsinthecorrectorder.(IfSsdowellinthelastfewsteps,thisexercisewillbeveryeasyforthem.Aftertheanswersareshared,TcanintroduceanewreadingstrategytoSs:RECOGNIZINGIDIOMSANDPHRASES.Sincethiskindofreadingstrategyarenotthekeypointsformiddleschoolstudents,TjustneedstogivesimpleexamplesforSstounderstand.)Answers:2,4,1,3,5AskSstoanswerquestionsin2c.Answers:Hewasangrywithhimselfformissinganimportantgoalandlettinghisteamdown.Hewasworriedthathiscoachmightkickhimofftheteam.Peter’sfatheradvisedhimnottobetoohardonhimselfbuttolearnhowtocommunicatewithhisteammatesandlearnfromhismistake.Suggestedanswers:Yes,itisnopointcryingoverspilledmilk./Itismoremeaningfultolearnfromone’smistakesanddobetterinthefuture.Histeammatesaskedhimnottoworryaboutwhathadhappenedasitwasn’tjustoneperson’sfault.Theyagreedthattheyshouldworktogethertothinkabouthowtheycoulddobetterinthefuture.Hewasonateamthathadgoodteamspirit,whichwouldhelpthemachievesuccessinthefuture.2dAskSstofindidiomsorphrasesfromthestorytoreplacetheunderlinedpartsofthesesentencesin2d.(IfSsdowellinthelastfewsteps,theycanfindoutthephraseseasily.SoTcanchoosedifferentlevelsofstudentstoanswerdifferentquestionsorphrasestomakesuretheymasterthearticlewell.)Answers:missedscoring(that)goallet...downkickedoffbetoohardonyourselfpulltogether2eAskSsrole-playtheconversationbetweenPeterandhisfather.(TgiveSssamples,sotheycanpracticewell.)Step3Post-readingAskSstotalkaboutthequestion:Whatdoesawinningteamusuallydo?(TasksSstofindoutthephrasesinthelastfewparagraphs.AfterSssharedtheiranswers,Tcanmakeasummaryaboutwhatteamspiritsarebyusingexamples.)DiscussionAskSstodiscussotherteamspiritsthatawinningteamneeds.(Sscanhavemoredeepthinkingaboutteamspiritsthroughdiscussion.)Languagepointslearningkeepone’seyesonsth.的含義和用法keepone’seyesonsth.意為“盯著……”；keepaneyeon…意為“留意；照看”。letsb.down的含義和用法letsb.down意為“不支持；使失望”；letsth.down意為“放下；降低；降下”becauseof的含義和用法becauseof是介詞短語,意為“因為；由于”,后面可接名詞、代詞、動名詞或what引導(dǎo)的名詞性從句等。擴展：1)thanks

to意為

“由于或因為某人（某事）”,通常用于好的方面,譯為“多虧”,但有時作反語；引導(dǎo)的介詞短語可置于句首或句末。

2)due

to意為“由于；因…...造成”,在句中既可作狀語（此時一般不用于句首）,也可作表語或定語；作表語或狀語時可將dueto看作是owing

to的同義短語。

due

to除可表示原因外,還有“應(yīng)給于,應(yīng)屬于”的意思。3)owing

to意為“由于”,引出的介詞短語在句中作狀語或表語,做狀語時,習(xí)慣上用逗號和句子其他部分分開。

kicksb.offsth.的含義和用法kicksb.offsth.意為“使某人離開；開除；逐出”,相當于kicksb.outofsth.ratherthan的含義和用法ratherthan常用于平行結(jié)構(gòu)中，連接名詞、代詞、形容詞、介詞短語、動詞-ing形式和不定式短語等。【特別提醒】ratherthan連接兩個并列的不定式短語時，通常省略其后的不定式符號to。討論環(huán)節(jié)，通過問題層層深入，讓學(xué)生對teamwork深度思考，增強對文本情感目標的培養(yǎng)。本部分languagepoints環(huán)節(jié)中的每個知識點的意思通過文本讓學(xué)生先行了解，然后通過習(xí)題讓學(xué)生對其用法