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Unit11 Sad movies make me cry Section B (2a-2e)教学设计
Analysis of material
The topic of this lesson revolves around the story of the little boy Peter, and he is very depressed after loss. But Dad's encouragement and team understanding helped him get out of the shadows and build confidence. Based on the story, force students to learn the usage of make (make+ sb.do sth. And make+sb.adj.), and use recognizing idioms .
Analysis of students
In the previous few lessons, students have embarked on a certain journey on the different emotions and feelings brought by different things. The language input and output of the degree can use the dynamic usage of make. There is some knowledge reserve to talk about the impact of things on people. The ninth-grade students have mastered certain reading skills. the content of this lesson is close to the student's life.
The section is fascinating and easy to arouse students' ideological resonance, so students can enter the text quickly and analyze the text.
Teaching Objectives
Language ability:
1. To be able to understand the passage about Peter.
2. To be able to complete a timeline and the mind map.
Learning ability:
1. To cooperate with group members and retell the passage.
2. To improve reading ability.
Thinking quality:
To analyze and master the structure of the passage.
Cultural awareness:
To know what spirits we can learn from the story.
Teaching focus
1. To understand sports spirit.
2. To master reading skills
Teaching steps Teaching activities purpose
Lead-in 1. Enjoy the video of FIFA World Cup Qatar 2022. 2. Talk about the soccer game. 3. Look at the pictures and talk about some soccer stars. 4. Watch a video about the mistakes on soccer games. 5. Share students’ feelings. Connect with the reality of life, from FIFA World Cup Qatar 2022 of hot news, through “football-soccer players-failure” to arouse the interest in learning
Pre- reading 1. Draw into Peter and his soccer team. 2. Look at the title and the picture, guess what the passage mainly about Train Ss’ ability in getting the main idea of the passage
While-reading I. Fast- reading 1.Read the passage quickly and answer the three questions. （1）How many characters are mentioned （2）How many paragraphs are there （3）How many parts can it be divided 2.Learn the structure of the text. 3.Sum up the main idea of each part. II. Careful- reading 1.Read Part 1 and try to find out Peter’s problem and sum up Peter’s feelings.（1）What happened to Peter （2）How did Peter feel after he missed a goal （3）Why did Peter feel angry and worried 2.Read the Part 2 carefully and work in pairs to find out the father’s advice and analyze the father’s characteristics. （1）What is Peter father's advice （2）What do you think of his father （3）What is your advice for Peter （4）What did Peter do after listening to his father Work in pairs and role-play Peter and his father. Two minutes later, some pairs show their work in class. 2.Read Part 3 and answer the questions. （1）What did Peter do to his teammates （2）How did Peter communicate with his teammates （3）What happened after Peter told his teammates that he was sorry （4）What did Peter's teammates say Work in groups and have a discussion Fast reading aims at developing students' reading skills of scanning paragraphs and the ability to analyze text structure. Train Ss’ ability in getting specific information about the feeling of Peter. Train Ss’ ability in getting specific information about the advice of Peter’ father. Train Ss’ ability of getting specific information about the encouragement from Peter’s teammates
After-reading 1.Idioms. （1）Work on 2d. Find idioms or phrases from the story to replace the underlined parts of the sentences. （2）Add more idioms for Ss to accumulate. 2.Retelling. （1）Number the events in the correct order. （2）Complete the mind-map.3.Further thinking. （1）From Peter's story, can you find out the changes of Peter 's feeling （2）Why did Peter have the changes （3）If you are one of Peter's teammates, what would you say to Peter Train Ss’ Reading ability. Train Ss’ ability in retelling the story with the help of mind map. Train Ss’ extensive thinking. Train Ss’ ability in expressing own opinions
Summary 1. The good team spirit: pull together, learn from mistakes...... 2.The spirit learning: Don't be afraid of mistakes, your past mistakes are meant to guide you, not tear you down. Consolidate Ss’ learning
Homework 1.Find more English idioms after class 2.Think of your story of learning from making mistakes and share the story next class
课后反思 本节课激活了学生的思维，点燃了学生的学习激情，让学生在真实情景中体验、参与、学习。通过整体阅读梳理文章脉络，巧用思维导图，解读文本逻辑，设计问题连，进行深度阅读，践行学思结合、用创为本的英语学习活动观。切实发展语言能力，培育文化意识，提升思维品质，提高学习能力，是一节高效、有趣的阅读课。 1.导入环节。联系生活实际，从世界杯热点新闻出发，通过足球比赛的视频和著名球星的图片拓展其视野，自然导入“足球——球员——失误”话题，步步深入，激发学生学习兴趣。 2. 读前预测。利用题目和图片，预测文章主旨大意，渗透读前预测的阅读策略，引导学生掌握正确的阅读方法。 3.读中分析。先是让学生通过快速浏览，总体阅读文章，引导学生使用略读方式获取语篇中所出现的人物，明确文章结构，把握每部分大意，从而初步了解文章的主旨，为细读文章做准备。接着，引导学生从泛读文章过渡到细读文章。通过问题链的设置，引导学生从第一部分中找出 Peter的问题、感受和产生感受的原因，并通过短文填空的方式巩固语言基础。Peter父亲的话是文章的主旨所在，通过同伴合作，鼓励学生找出父亲所提建议，并分析父亲的性格特征，在此基础上提出自己的建议，引导学生灵活运用所学语言，读有所思、思有所得。通过问题链引导学生获取关于队友回应的细节信息，在此基础上，创设合作学习的机会，鼓励学生发散思维，讨论团队精神的具体表现，激发学生的深度思考，适时进行情感教育。同时渗透阅读技能教学，加强学生的语言搭配和词块意识。4.读后总结。引导学生梳理 Peter的情绪变化，激发其对 Peter变化的思考，训练其辩证思维能力。通过排序和思维导图的方式引导学习整合文章主要信息，再次检查学生对文章细节的获取、理解和复述，巩固语言知识，帮助学生梳理文章内容，提升逻辑、创新思维，并通过复述将所学到的语言知识进行内化和创造性输出。 在教学过程中仍有不足之处： 1. 课堂内容多，各任务安排紧凑，小组讨论和展示环节未能做到充分体现。 2. 课堂分层教学不明显，针对后进生还需设置一些精简的环节，鼓励他们更加积极的参与课堂。 3. 本节课中设计的问答比较多，应为学生准备学案，让回答落实在笔头上，全面促进读写训练。 在阅读教学过程中，学生应始终是学习的主体，教师有效主导是必要的前提和基础，学生的理解是保证，学生的运用能力是关键，学生的创造性思维是升华。只有充分发挥教师的主导作用和充分体现学生的主体作用，才能提高课堂效率和质量，真正达到阅读教学的目的。

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