2014九年级unit4 reading研讨课
Unit4Reading课件牛津译林版英语九年级上册
He _l_e_d_h_i_s_t_ea_m__t_o_t_h_e_n_a_t_io_n_a_l_______ _c_h_a_m_p_i_o_n_s_h_ip__ and _su_c_c_e_e_d_e_d_i_n_____ ___g_e_tt_in_g__a_s_c_h_o_l_ar_s_h_ip_____.
学习目标 新知学习 重点研讨 课堂小结 当堂检测
Careful Reading (Para. 2-4) Read and fill in the table.
Time
in junior high
in senior high
after senior high
Difficulties He w__a_s_r_ef_u_s_e_dat first.
5 prove
__b___ e of a whole country
6 matter __d___ f money given to somebody so that he or she can
continue to study
学习目标 新知学习 重点研讨 课堂小结 当堂检测
▲
B2 David wrote down some important information on Spud Webb's basketball career. Can you find it in the article on pages 50 and 51? Write the correct letters in the blanks.
2014年版新目标英语九年级Unit+4全单元课件
Look at the pictures and describe the people. What does he/she look like?
short/ brown hair 短/黄头发
long /black hair 长/黑头发
What does he/she look like?
curly hair 卷发
本句是一个反义疑问句，反义疑问句的特点 是“前否后肯”或“前肯后否”，而且后半句在时 态、人称和数等方面必须与前半句保持一致。 ► You are a doctor, aren’t you?
你是个医生，是吗？ ► we can’t take books out, are we?
我们不能把书带出去，对吗？
He/She used to be/have/wear…, but now he/she is/has/wears ….
short/tall young/old heavy/thin
VS
He was shy when he was a child, but he is really smart now. He used to be shy but now he is really smart.
1.Mario used to be__sh__o_rt_ . He used to 2. weagrl_a_s_se_s___. 2. Amy used to be__t_a_ll____. She used to
have _s_h_o_r_t__hair. 3. Tina used to have__r_e_d_ and__c_u_r_l_y hair.
a ________ team.
outgoing
swim
九年级英语Unit4 Reading 教学反思
Unit4 Reading 教学反思She said helping others changed her life.公平郭真珍在完成《新目标英语》八年级下册第四单元阅读课的教学中，我是以新课程理念为依据进行教学设计和课堂活动的。
在教学过程中，我采用了小组合作评价的教学手段，立足根本，从学生的实际出发，注重学生长远的发展。
一、语法方面虽然目前英语教学淡化语法的地位，但在实际操作过程中，这一部分不可或缺。
在本单元中，出现了宾语从句的用法，我结合课文中的直接引语练习本单元的间接引语。
二、阅读技巧1、我通过循序渐进的方式，一步步地引如本节课的主题，那就是人与人之间互相帮助，由此引出作为新时代的中学生应该志愿为国家做出贡献，树立远大的理想。
2、在处理课文中我通过设计各种各样的任务，以此让学生实现对课文的整体把握。
当然在教学过程中，我收获很大，但也有许多不足，例如：3、学生的参与度不均衡一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。
课堂气氛比较活跃，调动了大部分学生听课的积极性，因此合作教学对提高学生实际的语言交流能力、以及与他人的合作能力有很大的促进作用。
但很明显的，语言表达能力强的学生参与的机会比较多，代表小组汇报的机会也多，而另有一些学生却习惯于当听众，被动地接受别人的观点。
很少发表自己的个人意见，也就是说在小组合作学习中学生的参与度不均衡，而这部分学生主要是学习困难生。
4、个别学生的合作不主动教师在开展教学活动时，个别小组出现“冷清”的场面，这些学生只顾自己独立思考，停留在独立学习的层次上，没有发挥合作学习的优势，使合作流于形式。
出现上述情况，从合作学习的参与者——教师的角度分析主要是教师的设计和引导不恰当、或小组的编排不够合理等。
从合作学习的参与者---学生的角度分析，主要是学生还没有掌握基本的合作技能，或者合作意识淡薄，角色的落实不到位，或合作能力不强，合作精神不够。
因此作为教师既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正的调动起来。
2014新人教版教材九年级英语第四单元全单元教案解析
1.Understanding of the passages.2.Methods of expressing ways of studying different subjects.Ⅲ、学情分析本课时是第一单元第三课时。
本单元的话题非常接近学生的现实生活，谈论刚过去的生活是学生较喜欢、较乐于去交流的话题。
通过本单元的学习，引导学生学会使用讨论合作、信息采集、比较等学习策略。
Ⅳ、Teaching tools:1. A tape-recorder.2.Several flashcards.Ⅴ、Teaching methods:Help the students to use dictionaries in reading to deal with the new words and try to understand them according to the context.VI、Teaching process:Step 1 RevisionAsk some students how they study English ,get them to answer individually .Step 2 ReadingSB Page 4 , 3a .1. First ,ask one volunteer to read the article aloud to the class .2. Have students read through the passage one or two times and complete the chart on their own .3. Correct the answers .Step 3 PairworkSB Page 4 , 3b .1. Read the instructions to the class and ask a pair of students to practice the sample conversation .2. Then in pairs ,have students make their own conversation according to activity 3a .3. Ask some pairs to present their conversations .SB Page 4 , Part 4 .1. Ask students to check what they do to learn English in thechart .Then get them to work in pairs to interview their partner .2. Call some pairs to act out their dialogues in front of the class .Step 4 PracticeSB Page 5 , 1a & 1b .1. Ask one student to read the sentences to the class .2. Then have students check the statements which are true for them and ask them to add some other different things .3. Ask several students to write their lists on the blackboard and discuss them with the whole class .Step 5 ListeningSB Page 5 , 2a & 2b .1. Ask two students to read the challenges and solutions .Ifnecessary ,have students repeat after you .2. Play the recording two or three times ,let students listen and finish the work .3. Ask one student to have his/her answers with the class .4. Correct the answers .Step 6 PairworkSB Page 5 , 2c .In pairs ,students role play conversations using the information from activity 2a and 2b .Then ask some pairs to present their dialogue to the class .Step 7 HomeworkWrite an article to introduce how you study English.板书Unit 2 I used to be afraid of the dark设计：课后反思：Period 4教学内容: Section B 3a, 3b , 3c ,Ⅰ、教学目标知识目标: Make the students grasp the usage of “used to do sth.”能力目标: Help the students to describe a person using the materials offered.Teach the students to love studying and try to find the best and most suitable way.Ⅱ、教学重难点3.How to use verbs.4.Describing a person.Ⅲ、学情分析本课时Section B的3a是一篇中长文章内容主要是作者谈到他现在遇到的最在问题，同样也是以比较的形式来描述。
英语人教版九年级全册Unit4Reading
Period 5 (2a-2f )一、教学目标：1. 语言知识目标：1) 能掌握以下单词, influence, seldom, proud, be proud of, absent, fail, boardingschool, in person, exactly, pride, take pride in2) 能掌握以下重难句子：①Li We n’s unhappiness b egan to influence his schoolwork.②Sometimes he was absent from classes and failed his examinations.③She advised them to talk with their son in person.④They take pride in everything goo d that I do.I know my parents love me and they’re always proud of me.二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及用法。
2) 阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点阅读2b部分的短文并完成相关要求。
三、教学步骤Step 1. Free talk.Show some pictures of stay-at-home children.a. Who are they?b. Can you say something about them?Step 2. Lead in1. Show a picture of a young student. Tell Ss that the boy is Li Wen. He’s a 15-year-old boy whose parents are working in the city. Look at the title of the passage and predict the problems he might have.He Studies Harder Than He Used to2. Now discuss them with your partner and guess the problems he might have.3. Ask some Ss guess the problems..e.g. S1. He used to break the school rules.S2: He used to hate studying and fail his exams.S3: He used to fight with his classmates.Step 3. Fast Reading1. T: Now let’s work on 2b. First, let Ss read the sentences and make sure they knowthe meanings of all the sentences. Then read the passage again and try to put the sentences into the correct places in the passage.Read the passage and put the sentences [A-D] in the correct places.A. They had a long talkB. Now Li Wen has really changedC. However, things began to change a few years agoD. His teacher was worried about him2. Give some good ways to the Ss.Paragraph 1: C3. Check the answers with the class.Step 4. Careful Reading1. Read and match the main idea with each paragraph.2. Read the last two paragraphs and then fill in the blanks.3. Work on 2ca. Read the passage again and try to underline the problems that Li Wen used to have.b. Check the answers with the Ss.①He became less interested in studying.②Sometimes he was absent from classes, and he failed his examinations.③Li Wen was shy and was not able to make friends quickly in school.4. Work on 2d1. Tell Ss that they have to use the clues from the passage to help them guess the meanings of the words in the box. Make sure Ss know what to do.1.influence 读“until a conversation with his parents influenced his way of thinking”2. Ss read the passage again and try to guess the meaning of the words.3. Let some Ss say their answers.4. Check their answers with the class and tell Ss why.Step 5. Post reading1.RevisionFill in the blanks with the proper words or phrases.2. Work on 2f:a. What do you think Li Wen and his parents talked about in their conversation?b. Write a conversation and role-play it with your group. Think of the following things:•Possible questions Li Wen might ask his parents•Questions his parents might ask Li Wen•Possible answers from Li Wen and his parentsStep 6. Homework1. Read the passage again after school.2. Finish 2e in page31.。
2014九年级unit4_reading研讨课
outgoing He was shy and was He became more ___________ made some good not be able to make and _________________ friends quickly in school. _______ friends in school.
Task 4 2d Read Para 2 and match the bold words(黑体字) or phrases with correct meanings.
influence absent boarding school in person
1. not being in a place
not be at home to ______________________him. look after / take care of
So he became less interested in studying and missed/was absent from _____________________classes. Then his parents ____________________to made a decision/decided send him to a boarding
当与进行时连用，构成句型“be always doing sth.”
► He is always asking his parents for money. 他总是向他的父母要钱。 ► She is always thinking of her work. 她总是想着自己的工作。 ( 2 ) take pride in “为…感到自豪/骄傲“，与 be proud of 同义。 ► The young mother took pride in her son.= The young mother was proud of her son. 这个年轻的妈妈为她的儿子感到自豪。
初中英语九年级Unit4_Reading_导学稿_原创
Problems
What to do
A friend _________you cigarettes at a party.
You should ______ and talk to your friend about the _______ of smoking.
Unit4 Reading导学稿
一．Skimthe passage and answer the following questions
1.How many accidents and problems are mentioned in this passage?
2. Who wrote the book “What would you do if…?”?
Children often think medicine is candy and eat it.
___________ medicine from children.
An “Internet friend” wants to meet you.
Tell your parents about it, agree to meet
Accidents
What to do
Cut yourself by accident.
_____________the cut witha clean clothand_______________it hard. If it’s a _________ cut, you should see a doctor.
Someone falls downstairs and doesn’t move.
牛津译林版九年级英语上册Unit4ReadingI说课稿
1.学习并掌握与“Fact and opinion”相关的词汇和短语，如：argue, prove, evidence, convince等；
2.学会运用一般现在时和一般过去时描述事实和观点；
3.了解文章结构，掌握阅读策略，如：略读、寻读、精读等；
4.提高学生在课前精心设计板书内容，确保与教学目标紧密相关；
-在课堂上适时更新板书，突出重点，避免信息过载；
-使用不同颜色粉笔，区分知识点的重要程度，便于学生识别；
-通过提问、讲解等方式，引导学生关注板书内容，加深理解。
（二）教学反思
在教学过程中，我预见到以下可能的问题或挑战：
1.学生对“Fact and opinion”概念的理解可能仍较模糊；
（三）互动方式
我将设计以下师生互动和生生互动环节：
1.师生互动：通过提问、讨论、反馈等方式，引导学生积极参与课堂，促进师生之间的思维碰撞。
2.生生互动：设计小组讨论、角色扮演、竞赛等活动，鼓励学生相互交流、合作，提高他们的参与度和合作能力。
在互动过程中，注重以下几点：
-确保每位学生都有机会参与互动，关注个体差异；
（二）学习障碍
学生在学习本节课之前，已经掌握了英语的基本语法知识和词汇，具备一定的阅读能力。然而，他们可能在前置知识或技能方面存在以下障碍：
1.对“Fact and opinion”这一概念的理解不够深入，容易混淆；
2.在实际语境中，运用一般现在时和一般过去时描述事实和观点的能力较弱；
3.缺乏有效的阅读策略，导致阅读速度和准确度不高；
4.对学生的进步和优点给予及时的表扬和鼓励，增强他们的自信心；
5.结合学生的兴趣和实际需求，设计富有挑战性的任务，激发他们的求知欲。
2014新人教版教材九年级英语第四单元全单元教案
Unit 4 I used to be afraid of the dark.（Period4 SectionB2a-2f）【Teaching Aims】Knowledge Aims:1.Ss will learn the new words and phrases: seldom, influence, absent, fail,examination, boarding, in person, exactly, take pride in, be proud of, ...2.Ss will master the meaning of the passage.Ability Aims:1.Ss can use the new words and phrases freely;2.Ss can master the reading strategy of using context.3.Ss can improve their reading ability.Emotional Aims:1.Ss will know to cherish the chance of studying.2.Ss will understand their parents better.【Teaching Important Points & Difficult Points】Teaching Important Points:1.Ss will master the key words and phrases in this passage;2.Ss can use the reading strategy of using context.Teaching Difficult Points:1.Ss can improve their ability of reading and use the reading strategy. 【Teaching Aid】CAI, text book【Teaching Procedures】Steps Teacher’s activities Ss’ activities PurposeStep1Before reading 1.Warming-upAsk Ss to watch avideo about theleft-behind children.2. Ask Ss two questions:a. What problem doleft-behind children1. Ss watch the videoand knowsomething aboutleft-behindchildren.2. Ss will answer thetwo questions.1). It will helpSs relax andfocus on theclass.2). Ss will learnsome newwords andhave?b. What should those lonely and unhappy children do? phrases through answering the two questions.Step 2While reading 1. Fast readinga) Ask Ss to read thepassage quickly andput the sentences【A-D】in thecorrect places.b) Ask Ss to read thepassage quickly andthen match the mainidea of eachparagraph.2. Careful readinga) Ask Ss to read eachparagraph andanswer thequestions.b) Ask Ss to read thepassage and workon 2e1.a) Ss will read readthe passage andput the sentences【A-D】in thecorrect places.b) Ss will read thepassage andmatch the mainidea of eachparagraph.2.a) Ss will read eachparagraph andanswer thequestions.b) Ss will read thepassage andwork on 2ea) It will helpSs master thereadingstrategy ofusingcontext.b) It will helpSs get themain idea ofthe passage.2.a) It will helpSs get thedetailinformationof thepassage.b) It will helpSs master theuseful wordsandexpressionsbetter.Step3After reading 1. Ask Ss to discuss whatdo they think LiWenand his parents talkedabout and then write aconversation.1. Ss discuss and roleplay theconversation theywrite .1. It will help Ssto say out thetrue heart andimprove theirspeakingability.Homework 1.Read and try to remember the new words and phrases.2.Read the whole article four times after class.。
牛津译林版九年级英语下册Unit4Reading教案-新版
牛津译林版九年级英语下册Unit4Reading教案-新版Unit4 Reading教案一、教学目标1. 了解未来在另一个行星上生活的情境。
2. 识别和理解有关火星生活的词汇。
3. 识别并列出地球生活与火星生活的不同之处。
二、教学内容掌握词汇：crowded, polluted, rapid, increase, passenger, uncomfortable, oxygen, in the form of, tasty, specially, float, compare, interplanetary, network, challenging, rapidly。
词组：all over again, by the year..., more and more, because of, at present, a large numbers of, with the development of..., at the speed of light, three-eighths, on Earth, float off, compare with, in many ways, connect to, study at online schools with e-teachers, space travel, the journey to, the population of. many types of shoes, take exams at school。
句型：(1)Our own planet, the Earth, is becoming more and more crowded and polluted because of the rapid increase in population.(2)With the development of technology, by the year 2100, the journey might only take about 20 minutes in spacecraft that travel at the speed of light!(3)The gravity on Mars is only about three-eights of that on the Earth.(4)Life on Mars would be interesting as well as challenging.三、重点难点1. 掌握文中重要的词汇和句型。
九年级unit4阅读教学设计
九年级unit4阅读教学设计教学设计：九年级Unit 4阅读教学目标：1. 培养学生阅读理解能力，包括主旨理解、细节理解、推理判断等。
2. 提高学生的阅读速度和阅读准确性。
3. 培养学生的阅读兴趣和积极性。
教学内容：1. 阅读活动：选择一篇适合年级的英语阅读材料，如一篇有趣的短文、一则新闻报道或一段对话。
2. 阅读理解题目：编写一些针对所选阅读材料的阅读理解题目，包括主旨题、细节题、推理题等。
教学步骤：第一步：导入通过引入一些与阅读材料相关的话题或图片，激发学生对阅读的兴趣。
比如，引用一句有趣的引文或展示一幅图片，引发学生对所选文章的猜测和讨论。
第二步：阅读材料呈现将所选的阅读材料呈现给学生，可以以投影或教材上的形式展示。
在呈现之前，可以简单介绍一下文章的背景，使学生对文章的主题有所了解。
第三步：独立阅读要求学生独立阅读所选材料，并在阅读过程中标记重要内容或不理解的词汇。
鼓励学生注意理解文章的主旨和细节，并根据需要再读一遍文章。
第四步：阅读理解题目在学生完成阅读后，根据所选材料编写一些阅读理解题目，包括主旨题、细节题、推理题等。
可以提供选择题、判断题或填空题等形式的题目。
第五步：批判性阅读引导学生进行批判性阅读，在阅读材料的基础上，提供一些开放性的问题，鼓励学生思考和表达个人观点。
这可以培养学生的分析思考和批判思维能力。
第六步：讨论与分享组织学生进行讨论，分享他们的理解和解答。
可以进行小组讨论或全班分享，促进学生之间的交流和互动。
第七步：拓展阅读鼓励学生进一步阅读与所选材料相关的其他文章或书籍，培养他们的阅读兴趣，并能够运用所学知识进行更深入的研究。
注意事项：1. 在教学过程中，教师应鼓励学生积极参与，提问和回答问题，保证课堂氛围活跃。
2. 需要适度控制教学时间，确保每个环节都能有足够的时间进行。
3. 对于较长或复杂的文章，可以在阅读前给学生提供一些预读指导，帮助他们更好地理解文章结构和主题。
教学反思：通过本节课的教学设计，学生将能够通过阅读理解题目的练习，提高自己的阅读理解能力；通过批判性阅读和讨论，培养自己的思考能力和表达能力；通过拓展阅读，拓宽自己的知识面和阅读兴趣。
初中英语人教版九年级u4大阅读教学设计
初中英语人教版九年级u4大阅读教学设计教学目标：1. 提高学生的阅读理解能力，培养学生的阅读兴趣。
2. 培养学生的自主学习能力和合作学习能力。
3. 培养学生的综合运用语言能力，提高口语和书面表达能力。
教学重点：1. 学会通过阅读理解文章的主旨和细节。
2. 学会从文章中获取关键信息，提取信息，并进行归纳总结。
教学准备：1. 课前准备一篇与Unit 4相关的英语阅读材料。
2. 准备相关课堂讨论的问题。
3. 准备与文章相关的课堂活动和小组练习。
教学过程：Step 1 导入使用一个引人入胜的问题或话题，激发学生的学习兴趣。
例如：你喜欢阅读吗？为什么？有没有遇到过喜欢的书或文章？Step 2 预测让学生观察文章的标题、图像和第一段内容，猜测文章的大概内容。
Step 3 阅读1. 学生开始阅读文章，并用快速阅读的方式了解文章的主要内容。
2. 学生再次仔细阅读文章，找出文章的关键信息，回答教师提供的问题。
3. 学生根据自己的理解，用自己的语言写出文章的大意。
Step 4 理解教师引导学生进一步理解文章，通过提问帮助学生掌握文章中的重要信息和语言点。
Step 5 答案核对教师给出参考答案，引导学生核对自己的答案，并互相讨论。
Step 6 小组活动将学生分成小组，让他们根据文章的内容进行小组讨论，让每个小组给出自己的理解，并提出相关问题。
Step 7 语言运用根据文章中的语言点，教师引导学生运用所学语言进行口头或书面表达。
Step 8 总结教师引导学生总结文章的主要内容，并提供总结的模板，让学生进行填写。
Step 9 课后练习布置相关的作业或练习，让学生巩固所学内容。
教学反思：通过本节课的教学，学生不仅提高了阅读理解能力，而且培养了自主学习和合作学习的能力。
在教学过程中，学生积极参与，思维活跃，口头和书面表达能力得到了提高。
同时，通过小组活动，学生之间的互动交流增强了学生之间的合作意识。
在今后的教学过程中，应更加注重培养学生的创造思维和批判思维能力，提高学生的综合运用语言能力。
融入思维品质培养的初中英语阅读教学设计——以人教版九年级Unit 4Read ing为例
外语教学与研究2021.9融入思维品质培养的初中英语阅读教学设计———以人教版九年级Unit 4Reading 为例◎余洋培养学生的思维品质是提升英语学科核心素养的重要一环。
笔者结合自己开设的一堂阅读公开课,探究如何在初中英语阅读教学中融入培养学生的思维品质。
根据教学内容和学生学情,笔者设计含有预测、推理、判断、比较、概括等方面教学活动,引导学生理解和解读文本内容,分析生活中遇到的问题,学会解决问题,最终促进学生思维品质的发展。
1.引言2020年9月,笔者参加区级公开课,所授内容是人教版《英语》(Go for it!)九年级Unit 4的阅读部分。
本文以此为例,探讨如何在初中英语阅读教学中融入思维品质,让学生依托语篇,构建知识,提升分析问题、解决问题的能力,以促进学生思维品质的发展。
2.课例分析2.1教学内容分析教学内容是人教版《英语》(Go for it!)九年级Unit 4I used to be afraid of the dark.Section Reading 部分。
文章讲述的是一个农村留守儿童的故事。
文中主人公Li Wen 在父母离开前后的情绪变化及对学习造成的影响。
题材发人深省,目的在于唤起学生们的关爱之心,懂得体会亲情的可贵,理解父母的责任,并能在成长的道路上注重心理的健康和成长。
2.2学情分析本次教学借班上课,据了解学生英语基础一般。
经过两年的学习,学生基本具备一定的语言基础知识以及在阅读中获取细节信息的能力。
文本话题贴近学生实际生活,易引起学生共情。
部分学生能用英语表达观点,但大部分学生在归纳整合知识、逻辑分析方面有待加强。
2.3教学目标(1)学生学习并掌握文本中重点单词及短语:in⁃fluence ,seldom ,exactly ,take pride in /be proud of ,bethere for sb.(2)学生能够学会运用预测、略读阅读技巧获取文本信息;学会运用比较、概括阅读技巧挖掘文本深层次内涵;学会根据上下文语境推测单词或短语的含义;学会通过绘制思维导图梳理文本结构。
牛津译林版九年级英语上册Unit 4 Reading (II) 示范课教案
环节一：创设情境，导入话题（3mins）
教师引导学生观看视频，并回答问题，引出本课的话题。
教学活动
1. Studentswatchavideo and answer the question.
活动层次
学习理解之感知与注意
效果评价
通过观察学生的答题情况，了解学生对视频内容的理解情况。
环节设计意图：
应用实践之内化与运用
迁移创新之判断与评价；想象与创造
效果评价
通过聆听学生的作答情况，了解学生的语言运用情况。
环节设计意图:
训练学生在真实情境中创造性运用目标语言的能力。通过此次活动，让学生能够整合所学内容，并在新情境下进行使用。
作业与拓展
1. Review what you’ve learnt today.
9. Students read and complete the sentences.
10. Students look at the picture and complete the sentences.
11. Students read and fill in the form.
12. Students read the sentences and fill in the blanks.
教师设置语篇填空及问题讨论活动，并引导学生灵活运用本课学到的内容进行口语表达。
教学活动
13.Studentsreadand fill in the blanks.
14. Students think and talk.
15. Students have a discussion and show.
活动层次
环节设计意图：
新目标九年级Unit4探究活动课教案（新目标版九年级英语上册教案教学设计）
新目标九年级 Unit 4 探究活动课教案(新目标版九年级英语上
册教案教学设计)
【活动内容】
让学生巩固书信和E-mail的格式，掌握写信和发E-mail两种通讯方式，对比两者哪个更好。
【活动综述】
这个讨论活动的设计使学生真正把语言当作交际工具来使用，学生从自己的生活经验和认知水平出发，实践、参与、合作与交流，大胆地表达自己的观点。
这次讨论活动开拓了学生的思路，激发学习的热情，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、形成自主学习能力的过程。
【活动目标】
1．让学生复习和巩固英语书信的格式，帮助学生掌握用英语发E-mail的方法。
2．通过小组讨论“写信和发E-mail哪个更好”，提高学生的会话、辩论、对比的能力，培养辩证地看问题的意识；加强学生运用现代化通讯手段的能力；培养环保意识和与时俱进的精神。
【活动准备】
1．准备一封海外来信和E-mail的范文。
2．提前安排学生用英语给老师和同学写信和发E-mail。
【活动过程】
一、活动导入，激发兴趣。
1．提问了解情况：
Do you often write to your friends who are not in China ?
Have you got any penfriends abroad?
Do you write to them in English?
2．复习英文书信的格式(包括信封和内容的格式)和E-email地址和内容的写法。
Unit4 Reading 说课稿
Unit4 Where’s my school bag?Section B 2a-2c Reading四烈中学：郑晓梅ⅠAnalyzing teaching material1. Status and functionThis is a reading passage of unit 4 Where’s my schoolbag? Section B This article is also focused on the topic of things around the room. Since it’s a reading, it’s helpful to improve the students’ reading ability. And it’s also a good preparation for what we are going to write next class. Such a topic is related to the students’daily life, it’s easy to arouse the students’ interests.2. Teaching objectsKnowledge objects⑴ Learn the new words tidy, but, our, everywhere and always.⑵ Understand the main idea of the article.⑶ Master the way of describing the things around the room.Ability objects⑴ Learn to find out the specific information with the target language.⑵Improve the students’ reading ability.Moral objects⑴ Make the students be interested in good teamwork and competition.⑵ Encourage the students to develop a good living habit of taking good care of things and keeping their rooms clean and tidy.3. Teaching important points⑴ Be able to describe the things around the room.⑵ Get an overall understanding of the whole text.⑶Improve the students’ reading skills.4. Teaching difficult pointRead and find out the specific information with the target language.ⅡAnalyzing the studentsMost of the students haven’t learned English before. It’s just the fourth English text they will learn this term. They lack the reading skills. And it isn’t easy for them to understand the whole text. So many students are easy to give up the reading during their English study. Through the study of this class, it can improve the students’ reading skills and arouse their learning interests.Ⅲ Teaching methods1. Communicative teaching method2. Audio-visual teaching method3. Task-based teaching methodEveryone knows that the main aims of learning English in middle school is to develop the students' basic abilities of listening, speaking, reading and writing, and their good sense of the English language.Ⅳ Learning methods1. Independent studyIt’s a good way for students to think independently and know about what they’regoing to learn.2. Teamwork, exploration and participation to reach the goalIt can help the students to solve the problems easily and develop their teamwork. Besides, everyone has the chance to join the class especially the academically poor students.3. Students-centered and teacher-guided learning strategiesStudents are always the center of the class. I'm not a teacher but a guider. I'm ready to give them help whenever they need and re-correct the mistakes while studying.Ⅴ Teaching proceduresBefore the class, I will check the new words we previewed and help them to read the words correctly. Ask them to finish 2a before class.Step 1 Warming upShow a picture about my room in a mess. Let the students to help me find the things. Then ask some questions.1. Where’s my baseball?2. Where’s my computer?3. Where are my keys?4. Am I tidy?The first three questions are to review what we learned in this unit. The fourth question is to lead to the topic we will learn. During they answer the questions, I’ll repeat the sentences like that, My baseball is under the bed. My computer is on the sofa. My keys are on the table. And I’ll write them on the blackboard.Then show another picture of Kate and Gina’s room to lead to the text.Step 2 Presentation (While-reading)Before reading, I’ll divide the whole class into three groups to do competitions while finish different tasks. Meanwhile, I’ll prepare the prize to encourage them to be active in class and help each other to overcome the problems.Fast ReadingAsk the students to read the article without voice quickly and answer the four questions.1. What’s my name?2. What’s my sister’s name?3. Is Kate tidy?4. Is Gina tidy? It’s a way to skim the article and get more information in a short time. These questions are easy to answer. The students can easily find the answers at the beginning it of the article. After answering the four questions, they can get the main idea of the text.Careful ReadingFirstly, read the passage carefully, and decide which sentence is true (T) or false(F). If it is false, please correct it according to the passage.1. Kate’s tapes are in the bookcase.2. Kate’s keys are under Kate’s schoolbag.3. Kate’s clock is under the desk.4. Kate’s books are everywhere.5. Gina’s model plane is black.6. Gina’s model plane is under the desk.To finish this task, the students should scan the article and grasp the specific information. And then they can get a deep understanding of the article. Before theyread, I will ask them to find the related sentences and underline them in the article. It means they should finish the task according to the text. Because many students have a bad habit. They like to finish the reading task without reading the text.If they have problems, they can discuss with their partners or ask me for help. It’s also a good way to develop their teamwork. At last, I’ll ask the students to read out their answers, especially show us the sentences they underline in the article. Besides, I’ll explain and emphasize the usage of the new words.Secondly, 2c Complete the chart about the things Kate and Gina have and where they are.After they finish the Ture&False exercise. It’s easy for them to finish this chart. And I will show them the reading strategies before they do it. It’s helpful. I’ll remind them if they have problems, they can ask their partners or me for help.Finally, ask the students read the article together.After readingListen and complete the passage according to the article.Kate and Gina are sisters, Kate is tidy. Her books and tapes . Her keys . Her clock . But Gina . Her books---on her bed, on the sofa and under the chair. Her white model plane__________.Through the listening, the students can check their pronunciation of the words especially the words they can’t read. Filling the blanks is similar to retelling the text. And I change the first person pronouns into the third pronouns. It’s an output, and it can evaluate how well the students learned after reading.SummaryI’ll guide the students to go over today’s lesson and review how to describe the things around the room. Encourage the students to develop a good living habit of taking good care of things and keeping their rooms clean and tidy.HomeworkAsk the students to write the things in their room with in, on and under. It can help the students to consolidate how to describe the things around the house, and develop the ability of wring.ⅥBlackboard designUnit4 Where’s my school bag?Section B 2a-2c ReadingMy baseball is under the bed.My computer is on the sofa.My keys are on the table.A+be(is\are)+under\in\on…It Presents the text key points clearly on the blackboard, favors the students to grasp the key points.。
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Task 6 Read read Para2 andPara4 and then fill in the blanks
Before he chaged
After he changed
He felt lonely andhas changed He was much ____________ happier Q: What Li Wen ? now, because he knew unhappy Tip 5 : his parents Underline the __________________. were proud of him information He was absent from He worked ___________ even harder And make notes. classes and failed his than he used to. 阅读策略：画出关键信 examinations.
(A-D) in the correct places.
The keys:
CＤＡＢ
Task 2
while you read 1.He changed to be worse 2.why him changed to be better Scan the article and match 3.Why he changed to ideas. be each with main worse 4.he changed to be better
Their parents seldom go home because of busy work and the expensive tickets.
They want their parents to be proud of them, and take pride in everything good they do. feel happy and satisfied about sth
It’s important for parents to be there for their children. Li Wen
Why?
Change to be worse
Why?
Change to be better
Reading Tips
Tip 1: Try to guess according to the title and the pictures. Tip 2: Pay attention to the first sentence or the last sentence to get the main idea. Tip 3 : Underline the information. Tip 4: Using the sentence context(语境) may help you guess and learn the meanings of new words and phrases. Tip 5 : Underline the information and make notes.
Now
love parents; communicate with friends; study hard; do housework outgoing, confident
Wang Dui
Cui Haoran is a boy from city, and Wang Dui is from the countryside. They have changed a lot. Cui Haoran used to__________________,but now____________.Wang Dui uesd to___________,but now_______________.
Task7 Discussion
Reading Time
argue with parents ; fight with friends; not study, no housework
love parents; communicate with friends; study hard; do housework
feel lonely and uhappy
fail the examinations
Task 1
Li Wen is a 15-year-old stay-at-home boy from
the countryside. 1.How might Li Wen feel
when his parents are
away from home？
2.What problems do you
think he might have? Tip 1:Try to guess according to the title and the pictures.
2b Read the passage and put the sentence
Task 4 2d Read Para 2 and match the bold words(黑体字) or phrases with correct meanings.
influence absent boarding school Tip 4: in person
1. not being in a place
Task 3 2C Read Para. 2 quickly and underline the problems that Li Wen used to have.
1. He became less interested in studying. Tip : absent from classes . 2. Sometimes he3was Underline 3.He failed his exams . the information. 阅读策略：画出信息 4.He was shy and was not able to。 make friends quickly in school. 5. He wanted to leave the school.
Para. 1
Para. 2
Para. 3
Para. 4
Tip 2: Pay attention to the first sentence or the last sentence to get the main idea(通常读文章的第一句或最后一句
来获取段落大意）
Li Wen
Change to be worse
息并做笔记 。
outgoing He was shy and was He became more ___________ made some good not be able to make and _________________ friends quickly in school. _______ friends in school.
He Studies Harder Than He Used To
Unit 4 reading
happy
unhappy
stay-at-home children
more than 20 million
Leave them to work in the cities stay with grandparents not often
shy outgoing confident
Taskቤተ መጻሕፍቲ ባይዱ7
Write about how Cui Haoran and Wang Dui changed.
used to
Cui Haoran argue with parents ;fight with friends; not study, no housework shy
2. affect
3. a school which some or all of the pupils live in during the school Using the sentence term context(语
境) may help you and 4. byguess oneself learn the meanings of new words and phrases.
Li Wen
Why?
Change to be worse
Task 5 Read Para.1 and answer the
question. Why did Li Wen feel lonely and unhappy?
Li Wen
Why?
Change to be worse
Why?
Change to be better