九年級(jí)Unit4Iusedtobeafraidofthedark教學(xué)設(shè)計(jì)Froms

Unit4SectionA3a-3cFromShyGirltoPopStarAnalysisofteachingmaterial:Readingtype:interviewWhat(topic):AshygirlbecomesaconfidentpopstarbytakingupsingingWho(maincharacter):CandyWang:Inthepast:reallyshyNow:notshyanymoreandlovessinginginfrontofthecrowdsWhy(intension):Totransmittheimportanceofself-developmentandself-improvementandtellSsthattheroadtosuccessisdifficult,peoplerequirealotoftalentandhardworktosucceedHow(textstructure):Para1:Candy’sbackgroundPara2:howCandy’slifehaschanged(goodthings&badthings)Para3:Candy’sadvicetoyoungpeopleAnalysisofstudents:Ssingrade9:1.havelearnedtousetargetlanguagetotalkaboutwhattheyusedtodo2.candescribepeople’schangesinappearanceandpersonality3.paycloseattentiontothechangesanddevelopmentsofthemselvesandothers.4.shouldlearntofocusonselfdevelopmentTeachingobjectives:Bytheendoftheclass,Sswillbeableto:Languageability:1.masterthefollowingwordsandexpressions:background,interview,dare,tonsof,private,guard,require,crowds,makeittothetop2.talkaboutwhatCandywaslikeinthepastbyusingusedto3.practicethetargetlanguageintheformofaninterviewLearningability:1.predictthecontentofthepassagebytitleandpicture2.getthemainideaofeachparagraphbyfindingtopicsentences3.guessthemeaningofnewwordsbyusingsentencecontextCulturalawareness:1.realizethatit’simportanttoimproveandperfectthemselves2.knowthatallcelebrities,nomatterhowfamous,haveasocialresponsibilitiestobearolethatinspiresotherstobebetterpeopleinthisworld.Emotionaleducation:1.knowthatsuccessisnotgainedthroughdreamsandhopes,butbyhardworkandpractice2.realizethateverythinghastwosides,learntotreatthingsdialecticallyImportant&difficultpoints:HowtoleadSsto1.getinformationofCandyWangbyreadingthepassage2.talkaboutpeople’spastwithusedto3.improvereadingefficiencybyusingreadingstrategiesTeachingprocedures:Step1LeadinT:Q:Who’syourfavoritepopstar?Ss:GiveanswersT:ShowpicturesofsomepopstarsT:Aretheyborntobepopstars?Ss:ThinkandanswerT:Introduceafamoussinger---TaylorSwiftThereisanothergirlwhohasthesimilarexperienceasTaylor.Whoisshe?Whatisshelike?(Intention:ToarouseSs’interestsbytalkingaboutthepopstarstheyknow)Step2Pre-readingT:Lookatthepictureandthetitle.Answerthequestionsbelow.1.Whatisthegirldoing？2.Issheoutgoingorshy？Howdoyouknow?3.Canyouguesswhatshewaslikeinthepast?4.Whatkindofmusicdoesshelike?5.Whatdoyouthinkthereadingpassageisabout?Ss:Lookandanswer(Intention:ToleadSstogetinformationfromthepictureandtitleandpredictthemainideaofthepassagebypictureandtitle)Step3FastreadingT:1.Thetypeofthepassageisa/an_____.A.storyB.interviewC.news2.“I”maybean________.CandyWangisan________.A.interviewer(采訪者，主持面試者)B.interviewee(被采訪者，參加面試者)Ss:Readthepassagequicklyandfindtheanswerstothequestions(Intention:ToletSsmasterthetypeofthepassageandknowthemaincharacters)T:3a:What’sthemainideaofeachparagraph?Tip:“Topicsentence”isoftenatthebeginningortheendofeachparagraph._____howCandy’slifehaschanged_____Candy’sadvicetoyoungpeople_____Candy’sbackgroundSs:Matchthemainideaofeachparagraphbyfindingthetopicsentencesofparagraphs(Intention:ToleadSstogetthemainideaofeachparagraphbyfindingthetopsentences)Step3CarefulreadingTask1Carefulreadingforpara1T:AskSstoreadpara1carefullyandcompletethechartaboutCandy’sbackground.Ss:Readpara1carefullyandcompletethechart.NameAgeFromJobHow:tookup________InthepastNow(Intention:TohelpSsknowaboutCandy’sbackgroundbycarefulreading)Task2Carefulreadingforpara2T:AskSstoreadthearticleagainandcompletethesentencesaboutCandySs:ReadthearticleagainandcompletethechartInthepastNowpersonalityusedtobeshynotshy____________popularitydidn’tusetobe________inschoolgetstonsofattentionhabitsusedto_________withfriendsalmostimpossibleworriesandtroublesdidn’tuseto____________howsheappearstoothershastobeverycarefulaboutwhatshesaysordoes(Intention:ToleadSstofindmoredetailinformation,SscanknowCandy’schangesclearlybycomparingthepastwiththepresent.)Task3Carefulreadingforpara3T:AskSstoreadpara3carefully.FindCandy’sadviceforyoungpeople.Ss:Readpara3carefullyandfindtheadvice________________cangetsuccessbepreparedto____________________________________cangetsuccesshowtobecomehowtobecomefamousmustkeepfightingon___________givingupshouldbereally__________and___________(Intention:ToleadSstosummarizeCandy’sadviceforyoungpeople)Task4:DiscussionT:Q:Isbeingfamousalwaysagoodthing?Ss:ThinkandanswerT:WhatarethegoodthingsandbadthingsofbeingfamousforCandy?Ss:FindtheanswersT:Whatothergoodthingsandbadthingsofbeingfamouscanyouthinkof?Discussingroups.Ss:Discusswithclassmatesingroupsandshowtheopinions(Intention:TocultivateSs’cooperationabilityanddivergentthinkingabilitybyworkingwithothers)Step4Postreading:Task1RetellingT:ShowamindmapofthepassageSs:RetellthepassageaccordingtothemindmapGoodthings:anAsian…usedtobe…tookup…daredto…,andthen…Goodthings:anAsian…usedtobe…tookup…daredto…,andthen…now…andloves…andmeet...gettonsof...worryabout...becarefulabout…don'thavemuch...almostimpossibleto…Badthings:Lifeworryabout...becarefulabout…don'thavemuch...almostimpossibleto…Badthings:Lifehaschangedadvicetoyoungpeoplebackgroundbepreparedto…theroadtosuccessis…bepreparedto…theroadtosuccessis…requirealotof…onlyasmallnumberofpeoplecan…(Intention:TohelpSslearntosummarizeandhaveaclearerunderstandingofthepassagebyusingmindmap)Task2ConversationmakingT:SupposeyouarethereporterandyourpartnerisCandy.Askandanswerquestions.Ss:Workinpairstopracticeconversationsinterviewer（I）,Candy（C）I:Hello！CandyWang！I’mfrominterviewer（I）,Candy（C）I:Hello！CandyWang！I’mfromYoungWorldmagazine.Nicetomeetyou！C:Nicetomeetyou,too！I:MayIaskyousomequestions？C:Sure！I:…（suchasthepast，changes,advice…atleast3questions)C:…I:Thanksforyouranswering.C:You’rewelcome.Usefulquestions:1.Didyouusetobe…?2.Howdoyoudealwith…?3.Areyoustillshynow?4.Wasyourlifedifferentafter…?5.Whatarethegoodthings/badthingsofbeingfamous?6.Wh