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視頻標簽：used to,afraid of,the dark
所屬欄目：初中英語優質課視頻
視頻課題：初中英語人教版九年級He studies harder than he use to浙江省
教學設計、課堂實錄及教案：初中英語人教版九年級He studies harder than he use to浙江省 - 臺州
教學目標
1. The main task (Outcome)
The students will be able to understand the love from others through sharing stories.
(Note:The main purpose of this period is to help students realize the importance of communication and understanding in LOVE.)
2. Language focus
The students will be able to know the meanings of the following words and phrases:
take pride in; fail; influence; be absent from; in person
(Note: “Guessing the meanings of new words and phrases by using context” is a key reading strategy while reading this passage. The teacher will first guide students to get the meanings of words within the context during reading and then design a summary filling as a consolidation.)
3. Language skills and goals
(1) The students will be able to practice the common skills of predicting, skimming and scanning;
(2) The students will be able to better understand the story through critical thinking;
(3) The students will be able to express their love to the people around them.
(Note: Except the common reading skills such as predicting, skimming and scanning, this period also intends to develop students’ critical thinking by think-pair-share to understand the story and the ideas behind it more deeply.)
4. Learning strategies
(1) The students will be able to read carefully for the reason(why), the development(how) and the result(what) in the story;
(2) The students will be able to cultivate their ability of individual learning and cooperative learning by doing some activities independently and some in groups.
(Note: This passage is a story which is different from other types, so the teacher should pay more attention to guiding students to learn how to fully understand a story by reading its background, development, reasons and results. Activities need to be carried out individually and in groups.)
5. Affection
(1) The students will be able to feel the importance of communication and understanding ;
(2) The students will be able to feel the love around them.
(Note: As for the affection goals, besides the realization of the importance of communication and understanding, the ability and awareness to feel the love around the students seems more important.)
2學情分析
1. A basic analysis of learning condition:
The students from Class9 &10, Grade 9 have already gotten certain reading ability and speaking skills after years’ English learning. Besides, they have formed some good learning habits, such as making comments after classmates’ acting, finding the supporting details while reading, sharing ideas with classmates in critical thinking and so on. All these make it possible for the teacher to guide the students to do a variety of activities.
2. As for understanding this passage:
A survey shows that most of the students in this class live with their parents. This is quite different from the situation of Li Wen, the hero in the passage to read, whose parents move to another city to work leaving him at home. So they may find it difficult to fully understand how Li Wen feels, which is thus one of the difficulties.
3重點難點
1. Reading focus
(1) Students will improve their reading ability by training some of the reading skills, such as predicting, skimming, and scanning;
(2) Students can grasp some useful words and expressions in this passage, such as fail, in person, take pride in, influence, be absent from;
(3) Students will be able to fully understand the story through critical thinking and get the main idea behind the story by thinking, discussing and sharing.
2. Anticipated difficulties
(1) As discussed above, the fact that the students don’t have similar experience as the hero Li Wen may make it difficult for the students to understand how Li Wen feels.
(2) Solutions: the teacher should use the “scaffolding method of teaching” and guide students to finish tasks from easy ones to difficult ones.
4教學方法與教具
Teaching method
Three-stage model: Based on the understanding of reading as an interactive process which involves not only the printed page but also the reader’s knowledge of the language in general, of the world, and of the text types, teaching reading in the classroom divides the teaching procedures into basically three stages. They are pre-reading, while-reading, and post-reading.
Teaching aids
Multi-media devices, PPT documents, blackboard
5教學過程
5.1第一學時
5.1.1教學活動
活動1【導入】Lead－in： Mini－play (Pre－reading)
To welcome students present a mini-play about parent-child conflicts.
[Aims] As an activity loved by students, mini-play can both lead in the topic naturally and catch students’ attention.
活動2【導入】Survey (Pre－reading)
Talk freely with students about two questions:
(1) Do you often spend time with parents?
(2) Do you often share school things with parents?
[Aims] The topic is from their daily life so they would like to say and can say something. The talk will also be a basis for the discussion during and after reading.
[Notes] In this part, the teacher should not only focus students on the topic of parent-child relation but also present new words "fail" and phrase "take pride in" when possible.
活動3【導入】Predict (Pre－reading)
(1)Predict with the help of the picture:
What problems might the boy have?
(2) Look at the title:
What information can you get from the title?
(Anticipated answer: He didn't study hard in the past, but now he studies harder.
Transition: What made him study harder? )
[Aims] Prediction here well serves as a transition of the topic and the text.
活動4【活動】Fast reading (While－reading)
1.To let students find out the fact:
What made him study harder?
(It's a transition between the prediction and passage reading.)
2. To ask students to put sentences A-D in the correct places using context.
[Aims] 1. The question for fast reading intends to help students focus on the core of the story. 2. “Putting sentences into the correct places” is also a way to use the context. The teacher should help students to finish it with the help of context.
[Notes] When checking the answers in activity 2, the students should be asked to find out the supporting details in the context.
活動5【活動】Careful reading (While－reading)
1. To ask students to fill in the chart about Li Wen’s change in different periods.
Li Wen's parents Li Wen
when he was a little boy _____time together with him _______ caused problems
a few years ago _____ to the city behaved ____at school
now _____ more with him behaves ____at school
2. To ask students about how the story develops and why:
(1) How did his unhappiness influence his schoolwork?
(2) What did his parents do? Did it work?
(3) Why was the talk so helpful?
(Anticipated answers: "It was exactly what I needed" he said, "Now I understand that even though they are busy, they are always thinking of me." Here, the teacher will ask 3 more questions in the process of reading and talking(not on PPT): ①What does "it" refer to? ②Do Li Wen's parents love him? Why? ③ What can we get from "Now I understand..."? )
[Aims] During careful reading, the teacher should gradually guide students read the development of the story while thinking about the reasons, especially what the main character Li Wen says. Comprehending his words and his ideas is, to a certain extent, understanding the passage.
[Notes] This is the main part of passage reading. The teacher should guide students to think while reading and to understand after reading by asking questions in a row at a right time. During the process, the teacher can properly help students deal with some new words and phrases like “influence” and “be absent from”. At the same time, the teacher should use the blackboard as a useful aid to help students grasp the main line of the story.
活動6【練習】Fill in the summary (Post－reading)
To ask students to fill in the summary with the proper forms of the words and phrases in the box.
take pride in be absent from influence make a decision take care of in person
Li Wen is a 15-year-old boy. He works very hard and does well in school. It is hard to believe that he used to have difficulties in school. When his parents moved to the city to work, they could not be at home to ______________________him. So he became less interested in studying and _____________________classes. Then his parents ____________________to send him to a boarding school. He found life there difficult. One day he told his teacher he wanted to leave the school. His advised his parents to talk with their son ____________. This conversation __________his life. He realized that his parents would always love him, and they would ___________________ everything good that he did. Now he is much happier and more outgoing than he used to be.
[Aims] The short passage is not only a summary of the story but also a practice of the new words and phrases.
活動7【活動】Role－play (Post－reading)
To ask students to work in a group of three to role-play the conversation between Li Wen and his parents.
[Aims] Role-play is not only a way to improve students’ language ability but also a most direct way to deepen their understanding of the story.
活動8【活動】Critical thinking (Post－reading)
To ask students think-pair-share the understanding of “be there for” in the last sentence “It’s important for parents to be there for their children”.
[Aims] Students in grade 9 are able to and should be encouraged to think critically about some topic, especially for such a meaningful key sentence.
[Notes] Before asking the students to do this, the teacher should give an example to activate their thinking. They can be given some time to think critically on their own at first to form a habit of independent thinking. Of course discussing and sharing should be followed next.
活動9【活動】Follow－up activities
1. Let’s talk: To guide students to give examples in which someone’s love helps change them.
T first gives an example of herself, then leads students to share their stories about others’ love, including parents’, teachers’, friends’, neighbors’, strangers’, etc.
2. Let’s enjoy: To provide students with a little poem which shows the relation between love and understanding.
Life is the first gift,
love is the second and
understanding is the third.
For those you love,
try to understand them;
For those who love you,
try to open yourself to be understood.
Love and understanding makes a more wonderful world!
[Aims] Understanding the passage itself is not the only target; the more significant one should be combining what they’ve learned with their real life. Through the follow-up, students are hoped to learn to understand others and to be thankful for the love around them.
活動10【作業】Homework
Oral:
Prepare a mini-play for the next class.
Topic: the improvement of parent-child relationship
Written:
(1) Level A:
make a summary of Li Wen’s story within 60-80 words.
(2) Level B:
write an article within 80-100 words.
Topic: Is it important for teenagers to stay with their parents?
[Aims] 1. The mini-play for next class is actually an extension of the mini-play at the very beginning of this period, with topics respectively “the improvement of parent-child relationship” and “the conflicts between parents and children”. It’s also an application of what they’ve learned in this period.
2. Different writing tasks are for students with different levels. Level A is a task meant for a basic understanding of the passage. Level B is another extension for their critical thinking during the class.
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