Unit4 Section A 3a-3c教案 人教版英語九年級全冊

Unit4SectionA3a-3cFromShyGirltoPopStarForthismonth'sFromShyGirltoPopStarForthismonth'sYoungWorldmagazine,Iinterviewed19-year-oldAsianpopstarCandyWang.Candytoldmethatsheusedtobereallyshyandtookupsingingtodealwithhershyness.Asshegotbetter,shedaredtosinginfrontofherclass,andthenforthewholeschool.Nowshe'snotshyanymoreandlovessinginginfrontofcrowds.IaskedCandyhowlifewasdifferentaftershebecamefamous.Sheexplainedthattherearemanygoodthings,likebeingabletotravelandmeetnewpeopleallthetime.“Ididn'tusetobepopularinschool,butnowIgettonsofattentioneverywhereIgo."However,toomuchattentioncanalsobeabadthing.IalwayshavetoworryabouthowIappeartoothers,andIhavetobeverycarefulaboutwhatIsayordo.AndIdon'thavemuchprivatetimeanymore.Hangingoutwithfriendsisalmostimpossibleformenowbecausetherearealwaysguardsaroundme."WhatdoesCandyhavetosaytoallthoseyoungpeoplewhowanttobecomefamous?“Well,"shebeginsslowly,“youhavetobepreparedtogiveupyournormallife.Youcanneverimaginehowdifficulttheroadtosuccessis.ManytimesIthoughtaboutgivingup,butIfoughton.Youreallyrequirealotoftalentandhardworktosucceed.Onlyaverysmallnumberofpeoplemakeittothetop."Wordcount：258二、閱讀材料分析MaterialAnalysisContent:Thepassageisaboutashygirlwhobecomesapopstar.Sheusedtobeshybutsheovercameitandbecameapopstar.Theauthorinterviewedthepopstarandshetoldusthereallifeofacelebrity.Context:personalityandsuccess;popstarsandrolemodelsStructure:Part1(Para1):thebackgroundofthepopstarCandyPart2(Para2):howCindy’slifehaschangedPart3(Para3):Cindy’sadvicetoyoungpeopleLanguage:wordsandphrases:background,interview,Asian,deal,dealwith,shyness,dare,crowd,ton,private,guard,require,etc.nativeandbeautifulsentencestructures:“dealwithhershyness”,“daretosinginfrontof...”,“gettonsofattention”,“don’thavetoomuchprivatetimeanymore”,“bepreparedtogiveupyournormallife”,etc.學(xué)習(xí)者分析LearnerAnalysisOntheonehand,theycandescribethechangeofpersonalityandappearancebyusing“usedto”sentencepattern.Andtheyhaveenoughvocabularytosupportreading.Sothenewwordsandphrasesmaynotinfluencetheirunderstandingofthetext.Andintheirreallife,moststudentsliketofollowpopstars.Theyknowsomegoodthingsandbadthingsofbeingpopstars,thesethingshelptosupporttheirunderstandingandthinking.Ontheotherhand,someleft-behindstudentshavedifficultyinfollowingthewholeclasssoIdividestudentsintogroupsinordertoletstudentshelpeachothertofinishthetasksatthesametime.四、教學(xué)目標(biāo)分析TeachingObjectivesLanguageknowledge(語言知識):Attheendofthisclass,thestudentsaresupposedtograspthekeywordsandphrases:background,interview,Asian,deal,dealwith,dare,ton,private,guard,require,etc.Languageskills(語言技能):Duringthisclass,thestudentsaresupposedto:predictthetopicthroughthegivenpicture;practicebasicreadingskillssuchasscanningandskimming.Learningstrategies(學(xué)習(xí)策略):Attheendofthisclass,studentswill:learnhowtoguessthemeaningofsomenewwordswiththecontext;learntocooperatebyworkingingroupsandpeers;beabletodiscussandshowtheirownopinions.Affect(影響):Attheendofthisclass,mystudentsaresupposedto:aremoreconfidentandbraveanddaretochangethemselvestobebetterpeople;haveacriticalthinkingaboutthepopstars.CulturalAwareness:文化意識Attheendofthisclass,mystudentsaresupposedtorealizethatregardlessoftheagethatanyoneachievesfame,thepersonisarolemodeltosomeone.Allcelebrities,nomatterhowfamous,haveasocialresponsibilitytobearolemodelthatinspiresotherstobebetterpeopleinthisworld.Asteenagers,theyshouldknowhowtofollowstarsinarightway.Besides,theyshouldknowthattherealstarswhoarerespectedandvaluedforthecontributiontheyhavemadetoourcountryandtheworld.五、教學(xué)重點難點TeachingFocuses&AnticipatedDifficultiesTeachingfocuses教學(xué)重點:Itisvitalformystudentstoparticipateindifferentreadingactivitiesandpracticedifferentreadingskills;haveacriticalthinkingaboutpopstars.Anticipateddifficulties預(yù)期難點:Itmaybedifficultforstudentstoshowtheircriticalopinionsaboutpopstars.六、Teachingmethods教學(xué)方法：Situationalteachingmethod;Task-basedteachingmethod;P-W-P(Pre-reading;While-reading;Post-reading);七、Teachingaids教學(xué)輔助：multimediadevices;blackboard（多媒體設(shè)備；黑板）八、TeachingProcedure教學(xué)過程：教學(xué)步驟教師活動學(xué)生活動設(shè)計意圖效果評價GreetingandLead-inStep1(4’)Greet.TexplainstherulesoftheguessinggameandprovidestheinformationfortheSs.Followtheteacher’sorderstochoosenumbersandguesswhothestaris.1.TogetSsarousetheirfocusandinterestintheclassbyguessing.2.ToleadSstothinkaboutthetopicofthearticle.充分調(diào)動了學(xué)生學(xué)習(xí)興趣，成功引入本課主題。Pre-readingStep2(3’)TleadSstopredictwhatthepassageisaboutfromthepictureandthetitle.Predictwhatthepassageisaboutbasedonthegivenpictureandtitle.ToguideSspredictthemainideaofthearticle.ToarouseSs’interestandimaginationaboutCandy.Tomakepreparationsforthefollowingreading.學(xué)生可以根據(jù)所給圖片及標(biāo)題預(yù)測出文章大概內(nèi)容，也激起學(xué)生閱讀欲望。While-readingStep3(3’)TguidesSstoskimthepassageandmatchthemainideaswiththeparagraphs.Ssskimthepassageandmatchthemainideaswiththeparagraphs.TopracticeSs’abilityofskimmingformainideas.整體掃讀驗證預(yù)測，把握文本結(jié)構(gòu),了解每段主旨，初步判斷文本大意。Step4(7’)TgivessomestatementsandasksSstoscanthepassageandtelltrueorfalseofeachstatement.Scanthepassageandtelltrueorfalseofeachstatement.TopracticeSs’abilityofscanningfordetails.學(xué)生能通過跳讀文本判斷句子正誤，對章進行細節(jié)理解。Step5(8’)Tgivesthreequestions.AndthenTasksSstocooperatewiththegroupmemberstoanswerthequestions.1.Readthepassagecarefully.2.Cooperatewiththegroupmemberstoanswerthequestions.1.Practicegettingthespecificinformationafterreading.2.ToencourageSstoworkandhelpeachotherinapair.老師基于文本結(jié)構(gòu)提出3個問題。學(xué)生再讀課文，回答以上三問題。此環(huán)節(jié)旨在幫助學(xué)生立足文本整體，分析每段具體內(nèi)容。并將文本的語言知識有效的掛靠在文本結(jié)構(gòu)下的學(xué)習(xí)。Step6(2’)Tgivesanemptymindmapandaskstudentstocompleteit.Tasksstudentstoaddsomekeywordsforthemindmap,thenpreparetoretellCandy’sstory.1.AccordingtoT’sorder,Sscompletethemindmap2.AddsomekeywordsforthemindmapandpreparetoretellCandy’ssto