初中英語-The Winning Team教學設計學情分析教材分析課后反思

Unit11Sadmoviesmakemecry?SectionB2bPart=1\*ROMANI.Teachingmaterial1.StatusandfunctionThetopicofthisunitisaboutfeelings.Suchatopicisrelatedtoourdailylife,soit’seasyforstudentstotalkaboutfeelingsandexpresstheirownfeelings.Asweallknow,readinghasagreateffectonwriting.Soafterreading,studentscanmastersomethingaboutfeelingsandwritesomethingaboutfeelings.Thereforethislessonisintheimportantpositionoftheteachingmaterial.TeachingobjectivesKnowledgeobjectives.Tounderstandthecontentofthepassage.Tolearntoexpressfeelings.Abilityobjectives.Toimprovereadingandwritingabilities..Todeveloptheabilityofsummarizing.Emotionalattitudesandmoralvalues.Toexpressfeelingsandsharethemwithfamilymembersandfriends...Tolearnhowtofacedifficultiesinourdailylife.3.Teachingimportantanddifficultpointsa).Theimportantpointisusingthereadingstrategieswhilereadingandgettheideasaboutthepassage.b).Thedifficultpointsareretellingandthesummary.4.TheanalysisofstudentsFor

grade9

students,

they

have

mastered

enough

knowledge

both

in

vocabulary

and

reading

skills,soit’ll

be

helpful

for

them

to

understand

the

passage.Andtheycanlearnfromthepassageandwritesomethingabouttheirfeelings.Part=2\*ROMANII.TeachingproceduresStep1:Leading-inT:Hey,boysandgirls,it’ssunnytoday,isn’tit?Ss:Yes,itis.T:Soareyouhappy?Ss:Yes,Iam.T:Ok,nowlet’slookatthepicture.Aretheyhappy?Ss:Yes.T:Whataboutthisboy.Ss….T:Maybeheissad.Sothisclasswearegoingtolearnapassagewhichisaboutaboywhohasthesameproblemasthisboy.Step2:Fast-readingReadthestoryandnumbertheeventsinthecorrectorder.____Petergothomeandwentintohisroom.____Petertalkedtohisteammates.____Petermissedagoal.____Peter’sfathergavehimadvice.____Peterrealizedthathewasworriedfornoreason.Checktheanswer.ReadthestoryagainHowmanypartscanthestorybedividedinto?Checktheanswer.Step3:Careful-reading=1\*ROMANI.ReadPart1andanswerthefollowingquestions1.WhatmistakedidPetermake?2.Howdidthemistakemakehimfeel?3.Whywasheangryandworried?SummaryTheworstdayofhislifeTheworstdayofhislifePetermadeamistakelostthegameangryworriedmissedscoringthatgoalKickoffAskthestudentstosummarizeitaccordingtothetips.=2\*ROMANII.Wherewashegoingnow?Whocouldhelphimfeelbetter?Sodoyouwanttoknowwhathappenedthen?ReadPart2andanswerthequestions1.WhatdidPeter’sfathertellhim?2.What’stheadvicegivenbyPeter’sfatherabouttheteam?3.What’stheadvicegivenbyPeter’sfatheraboutthegame?Checktheanswers.SummaryFather’sadviceFather’sadvicegameteamteameffortsupporteachotherWinningorlosingisonlyhalfthegamelearninghowtocommunicatewithyourteammatesandlearningfromyourmistakesWhateveritwas,don’tbetoohardonyourselfAskthestudentstoretellpart2accordingly.Check=3\*ROMANIIIDidPetersayanythingafterhearinghisfather’swords?Whatdidhedothen?SowhatdoyouthinkPeterwoulddothenextday?ReadPart3andanswerthequestions1.DidPetergotosoccerpracticewithcourageorfear?2.WhatdidPetersayafterhesawhisteammates?DidPeter’steammatesagreewithhim?3.WhatmadePeterfeellucky?Checktheanswers.Hewasonateamwithgoodteamspirit(合作精神)thatwouldhelpthemachievesuccessinthefuture.Ask:Isheonawinningteamoralosingteam?Step4:.Post-readingSummaryFeeldownFeeldownHisfather’sadvicesmileWithcouragePeterPulltogethercommunicateTrytoretellthestorywiththestudents.DownSadDownSadWhowillhelpusmostofthetime?ParentsHowdowefeelwhenwemakemistakes?Watchavideo“Youraisemeup”Whatshouldwedothen?Whatshouldwedothen?FacewithcourageandLearnfrommistakesTomorrowisanotherwonderfulday!Whateveritis,don’tbetoohardonyourselvesThenwatchavideoaboutaboy.Soweshouldbehappy.Step5:WritingWhowillmoststudentstalktowhentheyareintrouble?Why?2.Whataboutyou?Why?3.Whatdoyouthinkofit?Checksomeofthestudents.Readandshare.Step6:HomeworkWriteastorysimilartotheonein2busingyournotesin3aWhathappened?Whendidithappen?Wheredidithappen?Howdiditmakeyoufeel?Why?Whatdidyoulearnfromtheexperience?TheanalysisofstudentsForGrade9students,theyhavemasteredenoughknowledgebothinvocabularyandreadingskills,soitwillbehelpfulforthemtounderstandthepassage.However,therearestillsomestudentswhocannotbeinvolvedintothepassage,becausetheylacktheknowledgeofreading.Moststudentscanlearnalotfromthepassageandwritesomethingabouttheirfeelings,usingwhattheyhavegainedfromthewholepassage.通過這節(jié)課的學習，學生能夠根據(jù)課文進行分段，從三大部分中學習故事的開始、過程以及結果。通過問題的引導，學生學會了有目的地進行閱讀，比較有效。能夠根據(jù)圖示來完成整個段落的復習與復述，能夠有效掌握文章的內(nèi)容。最后通過整篇文章的圖示結構進行整篇文章的理解，通過音樂欣賞來親身感受父母對我們的關懷。在學習中，學生不但了解了文章的內(nèi)容與主要凈勝，更重要的是能夠學會面對生活中的困難。面對困難時，我們應該讓過去的都過去，過去的就是指過去的失敗與傷心，同時，又要勇敢地自信地面對困難與挑戰(zhàn)，因為明天又是美好的一天。通過學習，大部分學生能夠通過英語進行關于困難以及如何面對困難的表述，總體效果較好。Teachingmaterial1.StatusandfunctionThetopicofthisunitisaboutfeelings.Suchatopicisrelatedtoourdailylife,soit’seasyforstudentstotalkaboutfeelingsandexpresstheirownfeelings.Asweallknow,readinghasagreateffectonwriting.Soafterreading,studentscanmastersomethingaboutfeelingsandwritesomethingaboutfeelings.Thereforethislessonisintheimportantpositionoftheteachingmaterial.TeachingobjectivesKnowledgeobjectives.Tounderstandthecontentofthepassage.Tolearntoexpressfeelings.Abilityobjectives.Toimprovereadingandwritingabilities..Todeveloptheabilityofsummarizing.Emotionalattitudesandmoralvalues.Toexpressfeelingsandsharethemwithfamilymembersandfriends...Tolearnhowtofacedifficultiesinourdailylife.3.Teachingimportantanddifficultpointsa).Theimportantpointisusingthereadingstrategieswhilereadingandgettheideasaboutthepassage.b).Thedifficultpointsareretellingandthesummary.1.《英語課程標準》指出：“語言技能包括聽、說、讀、寫四個方面的技能以及這四種技能的綜合運用能力。聽和讀是理解的技能，說和寫是表達的技能；這四種技能在語言學習和交際中相輔相成、相互促進。學生應通過大量的專項和綜合性語言實踐活動，形成綜合語言運用能力。為真實語言交際打基礎。（《英語課程標準》，第9頁）2.《英語課程標準》閱讀五級要求：1.能根據(jù)上下文和構詞法推斷、理解生詞的含義；2.能理解段落中各句子之間的邏輯關系；3.能找出文章中的主題，理解故事的情節(jié)，預測故事情節(jié)的發(fā)展和可能的結局；4.能讀懂常見體裁的閱讀材料；5.能根據(jù)不同閱讀目的運用簡單的閱讀策略獲取信息；6.能利用字典等工具書進行學習；7.除教材外，課外閱讀量達到5萬詞以上,累計15萬字。Summaryofthethreeparts.WritingWhowillmosts