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視頻標簽：used to afra,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unit4 I used to afraid of the dark臺州
教學設計、課堂實錄及教案：初中英語人教版九年級unit4 I used to afraid of the dark臺州市白云學校
教學目標
1. The main task (Outcome)
The students will be able to critical think and tell their own changes and future with the target language.
本節課的主要任務是通過對文章的閱讀，了解Candy Wang在生活變化，并進行評判性思考，用目標語言談自己近幾年的變化和對未來生活的追求。
2. Language focus：
The students will be able to know meanings of the following sentence patterns and phrases and try to use them in
proper situations:
deal with;
take up doing;
You really require a lot of talent and hard work to succeed. Only a very small number of people can make it to the
top.
本篇文章是一個采訪報道，通過一個女孩從內向到歌手的變公以及她提出的一些忠告，突出目標語言used to。 學生閱讀的目的通過對比感受她前后生活狀態的變化，通過朗讀感受她對青少年提出的忠告的內涵，并評判性的思考探討她是否過上成功的生活。
3. Language skills
The students will be able to practice skimming for the general idea of each paragraph;
The students will be able to practice scanning for the specific information;
The students will be able to better understand the passage through further or critical thinking.
除了skimming&scanning這兩項常規技巧，本節課會通過critical thinking的形式引導學生做評判性的思考并發表自己的看法。
4. Affection
The students will be able to discuss if Candy is living a successful life and talk about their own changes and some plans for the future.
初三階段的學生應該更注重分析和評判能力的培養。因此要由單純的理解性學習過渡到感悟性思考性學習。
2重點難點
The students might find it not so easy to express their changes during the past few years because most of them haven’t changed actually.
解決方法：教師適當提供支架。并且提出如果想不出什么大的變化，可以談談十年后你想有什么變化，是什么造成了這種變化等。
3教學過程
3.1第二學時
3.1.1教學活動
活動1【導入】I. Pre－reading activities
Teacher's:
1.Warming-up: a guessing game
(Read some notes written by their English teacher and get the students guess who he/she is)
2. About me: two are true one is false
(fill in the information gap between the students and me)
3. To let students predict according to the picture and title.
Students'
1. To listen to the notes about the changes and descriptions of some of them and guess who he/she is. Talk about the changes.
2. To decide which statement about me is false and why.
3. To predict what this article is about, using used to and now.
因為借班上課，與學生之間存在信息溝需填補，運用目標語言used to進行猜測活動。并通過猜測教師的信息進行有效的熱身活動以順利進入文章閱讀。
預測有助于培養學生閱讀時的信心和興趣。
活動2【活動】II. While－reading activities
Part one: Skimming
Teacher's:
To let students read the article and identify the paragraphs in which the following information appears.
To read the first sentence of each paragraph and number the information (1-3) and briefly tell the reasons.
快速閱讀能幫助學生更好地了解文章的結構，有助于后一步對課文的深入剖析。
Part two: careful reading
1. To let students read again more carefully and complete the sentences on 3b.
2. To let students say out more details about Candy changes.
3. To let students listen and then read Candy’s advice to young people.
Students':
1. To decide what these sentences are about and ready to read.
2. To complete the sentences according to paragraph 1 and 2.
3. To understand some new words according to the context and learn more details about Candy’s changes.
4. To listen and read aloud Candy’s advice, pay attention to the stress and understand what she wants to express.
呈現3b在的句子后先讓學生通過這些句子的結構歸納這些是關于Candy的什么。學生通過比較可以概括出是關于changes。所以事先在PPT 上列出這一標題以便在學生說完之后點出。
在理解更多細節的過程中通過上下文理解生詞并適當舉例幫助理解，學會應用。
通過聽并正確朗讀理解Candy所要表達的意思。朗讀是語言學習和感悟的一個有效途徑。
活動3【活動】III. Postreading activities
Teacher's:
1. To let students make an interview according to the article. Before doing that, guide them to think up questions the interviewer might ask and how to begin and finish the interview.
2. To lead students to critical thinking: Is Candy living a successful life now?
Before students’ discussion, get students to read out two different opinions from their English teacher Helen and another teacher Ivy. Also tell them my opinion.
4. To let students talk about their changes.
Students':
1. To think up questions that the interviewer might ask and how to begin and finish the interview.
2. To get ready for the interview.
3. To act out the interview.
4. To think critically: Is Candy living a successful life now?
5. To think, then pairwork and then share with class about their changes.
1. 這篇文章本身是一個采訪報道，把文章改成采訪對話是鍛煉學生的語言應用能力。
2. 評判性思考是學生能抓住要領，善于質疑辨析，基于嚴格推斷，富于機智靈氣，清晰敏捷的日常思維。在評判之前給了學生三個立場不同并理由充分的觀點有助于幫助學生打開思路，更加客觀地進行思考、評判。
3.由此再引發Follow up，學生更加有話可講，表述更加具體。
活動4【作業】IV. Homework
Must-do:
1. Read the article again and retell it.
2. Polish your passage.
Challenge yourself:
Try to find out some other (famous) people’s changes and share with us in next class.
視頻來源：優質課網 www.jixiangsibao.com
