【教學(xué)設(shè)計(jì)】Unit 3 Lesson 9（北師大）.docx

Unit 3 CreativityLesson 9 Creative mindsv 教材分析本節(jié)課位于單元第三課，主題是創(chuàng)造性思維，是一節(jié)閱讀課。本文是一篇科技性的說(shuō)明文章，例舉了棒冰、耳罩、蠟筆套、手腕套四個(gè)發(fā)明，所有的發(fā)明都有一個(gè)共同點(diǎn)孩子們?cè)趪L試用創(chuàng)造性的思維解決生活中遇到的困難?？萍夹缘膬?nèi)容相對(duì)較枯燥，全文300詞左右，介紹每個(gè)發(fā)明的文段大概66詞，所以，思考如何讓文本與學(xué)生自身聯(lián)系，變得有意義進(jìn)而讓學(xué)生愿意進(jìn)行閱讀學(xué)習(xí)尤為重要。 教學(xué)目標(biāo)【知識(shí)目標(biāo)】通過(guò)快速閱讀獲取一些具體發(fā)明創(chuàng)造的時(shí)間、發(fā)明家、發(fā)明過(guò)程等信息?！灸芰δ繕?biāo)】通過(guò)歸納、理解發(fā)明過(guò)程和背景信息，理解文段中的因果關(guān)系?！厩楦心繕?biāo)】建立面對(duì)生活中的問(wèn)題善于思考，勇于解決問(wèn)題的意識(shí)。 教學(xué)重難點(diǎn)【教學(xué)重點(diǎn)】運(yùn)用文本信息與自己的生活經(jīng)驗(yàn)，以我最喜歡的發(fā)明為題進(jìn)行發(fā)明推薦會(huì)，與文本進(jìn)行互動(dòng)?！窘虒W(xué)難點(diǎn)】通過(guò)閱讀了解創(chuàng)新思維、建立面對(duì)生活中的問(wèn)題善于思考，勇于解決問(wèn)題 的意識(shí)。 課前準(zhǔn)備1.課前準(zhǔn)備：調(diào)試光盤(pán)與課件、給學(xué)生分組、為學(xué)生布置預(yù)習(xí)作業(yè)等； 2.教具學(xué)具：光盤(pán)、大卡片等。 教學(xué)過(guò)程Step1. Warm-up1. Let students discuss the problems they face and their solutions.2. Let students brainstorm the inventions they know and introduce them to classmates.Step2. Reading1. Get students to skip the whole passage and find out the inventions mentioned in the txt.2. Read the popsicles passage and finish the table about what, where, when, and who individually.3. Ask students to make a speech on their discovery in the passage using the conjunctions and stating phrase learned previously.4. Let students choose an invention and learn it in the groups of 6.5. Let students make a special presentation on the invention learned in the passage.6. Put the sentences in the proper places in their mind maps. Let students work in groups.Step3. Post-reading1. List at least two pieces of information for students presentation from the text.2. Express students opinions on the invention or inventor.3. Let students make your speech logical probably with “because” or “so”.4. Students prepare for the speech one question for other groups.5. Students will have 5 minutes to prepare and 3 minutes for the presentation.6. Let students speak out their opinions on difference and similarity among inventions or inventors.7. Let students reflect on what have been learnt and encourage them to solve the problems in the daily life.Step4. Language points1. popsicle N-COUNT 冰棍；棒冰；雪糕earmuff N-COUNT 御寒耳罩； 耳套crayon holder 蠟筆夾wristies n.pl 露指手套2. get+adj. 變得怎么樣The boys were getting bored.stay+adj. 保持怎么樣How do you stay healthy?leave sth./sb.+adj./介詞短語(yǔ) 招致；造成The documentary left me in a state of shock.Step5. Consolidation1. Ask students to fill in the Ex. 3 in accordance with the content of passage.2. Students think about the inventors from the passage. What are some examples of their creativity?Step6. Writing1. Let students think out a problem at school, at home or in daily life, then write a letter about it and ask for help from other groups. 2. Exchange letters with other groups. 3. Each group discusses how to be creative and writes how to invent an invention to solve problems.Step7. Presentation1. Elect one representative out of every groups and let them read out their groups problem and the corresponding group read out their inventions.2. Vote for the best group which is mos