1、甘肃省定西市通渭县寺子中学 联系电话138*电子邮箱2010zjm 所用教科书书名英语新目标所教年级九年级所教册次、单元人教版九年级英语(新目标)Unit9设计主题Doyouknowwhenbasketballwasinvented?1.整体设计思路、指导依据说明本课主要采用自主学习,打破传统教师精耕细作的阅读教学方式,打破阅读教学中学生长期依赖教师的心理,利用多媒体(PPT)以及互联网将听说读写渗透到阅读教学,实现阅读课文的整体教学。以学生熟悉的体育明星姚明导入,通过播放DVD录像,观看NBA 片段等让学生了解有关篮球的知识;始终以学生作为学习的主体,循序渐进,从掌握文章大意到找关键词、中心
2、句,再进行文章细节分析,培养学生阅读技能。学生通过互联网搜索独立完成语言点的巩固,归纳总结。“自主学习”在我国的提出,一方面反映了我国学习领域研究的新成果,另一方面又对当前我国整个教育教学改革提出了一系列新的带有根本性的问题。“自主学习”问题被国家教育科学“九五”规划课题确立为重要研究内容,这表明它的重要性及其在理论界的广泛共识。自主学习是与传统的接受学习相对应的一种现代化学习方式。以学生作为学习的主体,通过学生独立的分析、探索、实践、质疑、创造等方法来实现学习目标。2.教学背景分析教学内容分析:本节课是人教版九年级英语Unit9的Reading部分。本节课的主题是:Do you know w
3、hen basketball was invented? 内容紧扣住本单元的话题invention,课文主要围绕风靡全球的篮球运动这一主题,包括篮球运动的历史、篮球比赛的规则、打篮球所需的设备、篮球的流行趋势等。围绕 “basketball”(篮球),让学生掌握本文大意及文中所包含的语言知识,并渗透“热爱体育,珍惜生命”的德育理念,增强学生的社会荣誉感及爱国主义教育。通过本课阅读教学,让学生初步掌握“mind-mapping”学习策略,学会信息与图像的转换。阅读技巧方面培养学生抓住关键词,找出中心句,划分段落层次,学会写出总结(summary),提升学生综合技能。本单元的语法点是被动语态,文中
4、出现了大量的被动语态的句子,通过阅读文章,学生能有效的感悟被动语态的用法。学生情况分析:本课的教学对象是九年级学生,具备一定的语言自主学习能力,能通过教师创设的情景迅速运用词汇。学生基本掌握了被动语态的用法,因此本篇阅读中出现的多处被动语态的句子对学生来说已不是障碍,关键的障碍是本文中出现的一些生词,需要学生认读,否则在回答问题是就是障碍。运用Mind-mapping是复述课文的信息对学生来说是一大难点。3.教学目标分析1知识目标能认读以下词汇active, indoors, create, wooden, knock, divide, basket, metal, towards, deve
5、lop, rise, risen, worldwide找出并理解文章中出现的被动语态的句子。2.学习目标在教师的引导和帮助下,利用多媒体资源学习篮球的历史沿革。2能力目标能运用Mind-mapping复述篮球的历史、篮球的器械、篮球的规则、篮球的流行趋势等。3情感目标激发学生对运动的热爱,并让学生树立teamwork的意识。4.教学重点、难点分析教学重点:1.能认读以下词汇:active, indoors, create, wooden, knock, divide, basket, metal, towards, develop, rise, risen, worldwide,dividei
6、nto,separate from ,in history2.找出并理解文章中出现的被动语态的句子。教学难点:5.教学过程设计(中文为主 + 所教学科目标语言)步骤1:导入 T: Do you often have sports?S: Yes. Which do you likebest? Basketball, volleyball, football What is Yao Ming? He is a basketball player. OK. Thank you .T:What do you know more about Yao Ming?S : 设计意图:运用学生比较感兴趣,同时也
7、是教师感兴趣或者了解的话题进行导入,能够引起学生和教师的共鸣,拉近学生和教师的距离,为创造一个热情的、活跃的、和谐的课堂气氛打下基础。步骤2:多媒体播放播放PPT课件,开始学习与篮球有关的单词,active, indoors, create, wooden, knock, divide, basket, metal, towards, develop, rise, risen, worldwide,hoop shoot backboard court shoot以及短语divideinto separate from in history;播放DVD录像,观看NBA 片段,柏林奥运会开幕式录像
8、等。创设真实的情境,激发学生热爱体育的激情,为进入本课的阅读做充分准备,消除语言障碍。步骤3:问题设置Have you ever played basketball? If yes, describe it. If not, please imagine what it will be like.设计这项活动的目的是为每个学生营造一种充分表达自己观点和充分发挥想象力的民主、和谐的课堂教学氛围,同时通过这种相互沟通的开放式讨论,学生能间接获取有关 basketball的一些信息,为正式阅读做好了铺垫。步骤4:重难点分散Show the Ss some pictures and ask them
9、to say and imagine something about basketball. And say why.经过开放式讨论,每个学生对basketball 活动规则有了一定的了解。学生把头脑中的想象和现实联系起来,要求学生说出各个图片在篮球比赛中的作用。经过开放讨论后再把他们带入到一种真实的学习情境中,他们感到非常的轻松,且有强烈的表达欲望。提问: What is the hoop used for ? 时,学生们很快能回答。接着问: Why is it so popular in the world? 时,学生们也能正确作答。继续提问:Do you want to learn mo
10、re aboutbasketball? 让学生在此项活动中体验自身发现和解决问题的欢乐,从中找到了一种完成任务的成就感,并利用这种轻松、愉快的情境,引导学生进入重要教学环节。步骤5:阅读策略Activity 1 (PPT)The cooperative group should consist of four members. When the students are in their groups, the teacher numbers the students off by 1, 2, 3, and 4. Using the article,the 1 st are responsib
11、le for finding the “who” in the article and marking it with the red marker; the 2 st are responsible for finding the “what” in the article and marking it with the blue marker; the 3st are responsible for finding the “when ” in the article and marking it with the black marker; the 4st are responsible
12、 for finding the “where ” in the article and marking it with the green marker. After this article is completed, the group discusses their choices. After agreement has been reached , one article is marked with all the colors that identify the “who, what, when and where.” Then together the group write
13、s s short summary of the article.QUIZRead the article again, and then answer the following questions.1.write the “who” of the article _2.write the “what” of the article _3.write the “when” of the article _4.write the “where” of the article _5. Write a brief summary of the article. _Keys :1.Dr Naismi
14、th2.basketball 3.in 18914.Canada培养学生阅读技巧,抓住文章主要信息。通过fast reading,可以使学生对文章大意有初步的了解,整体把握文章,并根据文章中的关键信息找出文章主旨,能够回答出关于文章的what,when,who,how,why等初步的几个问题。(p75)Activity 2(PPT)With your partner you are to read and summary each paragraph in this reading. First one student reads a paragraph to the other student. You can help each other out with the hard words. It is very important listen carefully!The student that did not read the paragraph must write a one or two sentence summary of the paragraph. You can discuss the summary
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