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視頻標(biāo)簽：Sad movies,make me cry
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：人教版初中英語九年級(jí)Grade 9 Unit11 Sad movies make me cry Section B, Reading)臺(tái)州市白云學(xué)校
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：人教版初中英語九年級(jí)Grade 9, Unit11, Section B, Reading)臺(tái)州市白云學(xué)校
Teaching plan for The Winning Team
---Baiyun Middle School Tao Panyi
Teaching Material
The Winning Team
(Grade 9, Unit11, Section B, Reading)
Teaching Object Students in Class7 &8, Grade 9, Baiyun Middle School
Notes
Teaching Aims
1. The main task (Outcome)
The students will be able to know what to do to solve their problems better and have the winning life.
The main purpose of this
period is to help students realize the importance of listening, talking and thinking when they have problems. 2. Language focus The students will be able to recognize that idioms and some phrases make the sentences vivid:
miss scoring the goal; let...down; kick...off; pull together; be too hard on
“Guessing the meanings of
new phrases by using context” is a key reading
strategy while reading this passage. The teacher will guide students to get the meanings of words within the context.
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 further thinking and critical thinking.
3) The students will be able to express their way to solve problems. 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
This passage is a story which
2
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 encouraged in groups to have discussions and role-play.
is different from other types, so the teacher should pay more attention to guide
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 listening and talking when they have problems
2) The students will be able to find ways to “win” even though they “lose” .
As for the affection goals,
besides the realization of the importance of listening and talking,
the
ability and
awareness to
change
something bad to good in life seems more important.
Difficulties The students might find it difficult to understand the story deeply except the surface of the story itself.
Although the story itself is not difficult, it’s not so easy for
students
to
fully
understand the ideas behind it. Solutions: the teacher should use the “scaffolding method of teaching”.
Teaching Aids
Blackboard, Chalk, Computer, Overhead Projector, etc.
Procedures and Activities
Teacher’s
Students’ Purposes
I. Pre-reading activities
1. Free talk: To let students talk 1. To talk about different feelings In free talk, the topic is
3
about different feelings. 2. Predict: (picture & title) 1) How did the boys feel? 2) What information can you get from the title and the picture?
for different things. 2. To make predictions according to the picture and the title.
from their daily life so
they would like to say and can
say
something.
Students and the new teacher can know each other quickly
and naturally.
As
for
prediction, it well serves as a transition of the topic and the text.
II. While-reading activities Part one: fast reading
1. To let students find out the fact: Did they win the soccer game?
2. To ask students to number the events in the correct order.
1. To read the passage fast and answer the question;
2. To number the events in order. 1. The question for fast reading intends to help students focus on the core of the story.
2. “Numbering the events in the correct order” is a way to understand the main idea of the story quickly.
Part two: careful reading
1. To lead students to understand how Peter felt on his way home and then ask students to read the sentences out.
2. To lead students to understand how Peter’s feeling changed when he went back home and ask students to role-play. 1)What advice did Peter’s father offer 1. To answer the question after reading the passage carefully
and
read
the sentences vividly.
2. To find the answers and role-play.
3. To understand Peter’s During careful reading, the teacher should gradually guide students read the
development of the story
while thinking about the feelings, especially the
main character Li Wen’s
4
him? After role-play:
2)What did Peter think after listening to his father’s words?
3)How did Peter feel after listening to his father’s words and thinking? 3. To lead students to understand how Peter felt after talking to his teammates. 1) What happened after Peter told his teammates that he was sorry?
2) How did Peter feel after talking to his teammates and thinking together with his teammates?
changing feeling at last. changes. Reading the
sentences and role-play are not only the way to improve students’ language ability but also the most direct way to deepen their understanding of the story.
III. Post-reading activities Part one: further thinking
To ask students to look at the picture and the title again and think: Why did Peter think he was on a winning team even though they lost the game?
To think about the meaning of “winning” in this passage. Understand the meaning of “winning” in the passage,
know the importance of teamwork and understand the passage better.
Part two: critical thinking
To ask students think-pair-share and lead students to understand Peter’s winning life:
If Peter didn’t listen to his father’s words or talk to his teammates, what would happen?
To think about what would happen and share ideas with the class.
Students in grade 9 are able to and should be encouraged to think critically about some topic. By thinking, they will understand what they should do if they meet the similar problems.
IV. Follow-up activities
5
To guide students to share their ways to solve problems.
1. Did you meet any problems before?
2. What did you do at that time? 3. What will you do if you meet the problem again?
To work in group of six and share, and then share with the whole class some examples to solve problems better.
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 solve problems in a better way and have the winning life.
V. Homework Oral:
Read the story with the most beautiful English. Written:
Write an article within 80-100 words. Topic: The way you solve problems
1. To read and enjoy the story.
2. To write the relevant article. 1. Everyone can be a good
reader. Reading
makes
students enjoy the story and English better.
2. Writing the article can help students better solving their problems
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