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冀教版　九年级Lesson
22
The
Giant
（1）教学设计表一、基本信息学校课名Lesson
22
The
Giant
（1）教师姓名学科（版本）冀教版章节Unit
4学时一年级九年级指导思想和理论依据依据新课标和英语学科核心素养的理念，培养学生的核心素养包括语言能力、文化品质、思维品质和学习能力。也就是要求教师不仅要培养学生的语言知识和语言能力，还要关注学生在英语学习过程中的情感态度价值观。以促进人的全面发展和适应社会需求为目标，使英语学习真正服务于个体的终身学习和发展。本课的设计在新课标和核心素养的理论依据下，以学生活动为载体，以：“What
happened
to
the
Giant
?”为主线，培养学生的语言能力，思维品质和思维能力。用从文本中获取的信息，通过小组讨论的形式内化迁移，结合自身生活实际得出“We
shouldn’t
be
selfish”这一结论。培养学生的情感态度价值观，并真正能体现语言的工具性和人文性。
教学背景分析
教材分析
本课是冀教版九年级英语Unit
4
Poems
and
stories
第四课时。本单元主要通过学习外国文学中的诗歌和故事，让学生了解西方文化并学会用英语写故事。掌握写故事的三元素。本课主要让讲述巨人的故事上部，Lesson23
是下部。这是一篇阅读文章，主要讲述一个自私的巨人的故事。本课为本单元的综合知识学习奠定了基础。What本文的主要内容:
本文是一个神话故事，主要讲述了一个自私的巨人，有一个美丽的花园，他不让孩子们在他的花园玩，结果春天到了，他的花园里任然是冬天。Why作者意图：该教材在八年级本本单元选择这一篇文章，一是学生之前读过其中文版的故事，虽然该文章篇幅长字词多，但学生还是比较容易理解和接受。第二能从巨人身上剖析自己，懂得我们不能像巨人一样自私，否则就没有朋友，感觉孤单。How处理办法：本文以时间线索，介绍了事件发展经过以及巨人的感受，实则通过这些信息，警告他人。学生情况分析本节课教学对象为南郑区大河坎九年制学校八年级（6）班的学生，本班大部分学生来源于当地农村或者外来务工人员子女，留守学生较多。全班只有9个学生有校外学习英语的经历，整体基础较为薄弱，学习英语自信心不强，大部分学生对英语的学习更多关注于写，不敢开口说。但是很多学生读过汉语版该故事，对故事内容理解难度不大，所以本节课重在指导和鼓励学生在课堂上用英语表达自己的观点，发表自己的看法，开口说，大胆讲。所以教师应该以课堂活动为平台，鼓励学生积极参与课堂讨论，用英语发表自己的观点，并会用所学知识解决生活中的问题。教学目标知识与技能学生能掌握并熟练运用本课出现的词和短语，比如：awake,
frightened,
board,
perhaps,
musician,
pass
by,
no
longer,
run
away,
once
upon
a
time.学生能理解该故事的内容，分析The
Giant的人物特点。学生学会用Beginning，Middle，End三部分写一个英语故事。学生能在理解本文的基础上以时间为顺序根据关键信息点完成思维导图。情感态度通过分析巨人的人物特点及故事发展结果，结合自身实际，得出结论：“We
should’t
be
selfish”,引导学生明白自私的后果，立志做一个热心大方善良的人。教学重难点重点：1.
运用跳读、思维导图等阅读策略，理解文章。使用重点词汇复述故事。难点：1.
能用英语写一个故事。2.能运用本课所学的知识解决生活中遇到的问题。
Procedure
Teacher’s
Activities
Students’
Activities
Time
Aims:
Pre-ReadingStep1:
Warming
up
and
Lead-in
Step
1：Warming
up
and
lead
inAsk:“What
were
you
doing
at
9:00
yesterday
evening”?Answer:I
was
reading
a
fairy
tale
called
The
Giant
at
9:00
yesterday
evening.
Answer
it
.
2
mins
Review
past
continuous
tense
and
lead
in
at
the
same
time.
Step2:
Presentation
1.Present
the
topic
and
some
pictures
of
fairy
tales.2.
Present
my
story
for
the
students
to
read
and
learn
the
new
words
and
phrases.
1.Guess
the
fairy
tales.Read
the
teacher’s
story
and
learn
the
new
words.
6mins
The
students
have
great
interest
in
understanding
their
teachers,
so
I
make
them
learn
the
language
points
in
this
way.
It
will
be
easier
for
them
to
grasp
the
words
and
phrases.
While
readingStep3.
Skimming
Read
the
passage
quickly
and
then
complete
Exercise
1
on
page
57.Check
their
answers.
Read
and
complete
4mins
To
cultivate
students’
ability
to
summarize
information.
Step4:
Scanning
(Group
work
)
Read
the
fairy
tale
carefully
in
groups,Then
answer
the
questions
on
PPt.Complete
the
mind
map
according
to
the
answers
to
the
questions.
1.Groupwork2.Discuss
the
questions3.Complete
the
mind
map.
15mins
(
Mind
map
is
a
great
way
to
help
the
students
understand
the
passage
well
.
So
it
is
necessary
and
important
to
train
their
reading
skills
in
this
way.)
After
readingStep5.
Practice
Retell
the
story
according
to
the
mind
map.Complete
the
passage
according
to
the
words
and
phrases
given
in
the
box.
Retell
the
story.
Complete
the
passage.
6mins
(
To
check
if
they
understand
the
fairy
tale
well;
To
check
if
they
can
use
the
words
and
phrases
correctly
and
freely.
)
Step
6.
Emotional
education
Discuss
：1.What
do
you
think
of
the
giant
?2.If
you
were
the
giant
,
what
would
you
do
?3.What
can
we
learn
from
the
story
?
Discuss
and
share
their
ideasTo
be
kind,
To
be
nice.
(
We
shouldn’t
be
selfish
).
3mins
To
make
student
understand
why
shouldn’t
we
be
selfish
and
know
how
to
be
nice
and
kind.
Step7.
Writing
1.How
to
write
a
story
?2.Continue
writing
the
the
fairy
tale.
1.Discuss
and
analyze.Beginning
:
Middle
:
(Who
When
WhereWhat
happened)End
:
...What
can
we
learn
from
the
story
?
4mins
(
To
check
if
they
can
write
a
story
in
English
and
predict
what
will
happen
next
.
To
get
ready
for
next
class---Lesson
23
The
Giant
2
)
Step8.Homework
Exercises2
.Write
down
your
story.

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