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1、精选学习资料 - - - - - - - - - 所用教科义务训练课程标准试验教科书英语（Go for it ）九年级书书名所教年级初三所教册次、单元九年级其次单元设计主题Reading: He used to cause a lot of trouble. 1. 整体设计思路、指导依据说明本节课是主题为一个老是惹麻烦的男孩在母亲的帮忙下变成一个好孩子的阅读文 章；依据阅读课的要求,我设计了导入,快速阅读,认真阅读,读后活动,自我评判,作业六个环节；导入环节设计了一篇小故事,快速引导同学进入话题,同时引入生词,解决生词；快速阅读第一通过两个简洁且重要的问题明白课文的主要内容,在此基础上 填入文
2、章中所缺句子,同时帮忙同学们总结出这一步的阅读策略；认真阅读, 分段阅读,通过不同形式的问题带领同学细致的学习课文；读后分为了四个活动；第一依据 Martin 的成长苦恼复述课文；然后找出自己的成长中的苦恼,帮忙别人解除苦恼,引导同学学 会感恩；最终通过自我评判挑选相应的作业巩固课堂学问；2. 教学背景分析教学内容分析：本课是九年级其次单元的最终一课,阅读课,是本单元话题过去的某种状态的延长和连续；文章讲得主要内容是一个老是惹麻烦的男孩在明白了母亲对他的爱 之后变成一个好孩子的故事；同学情形分析：我所教同学大多是来自农村,英语基础一般,但是他们有着积极的学习 态度,能够很快融入我的课堂中,每个
3、环节同学们都能大胆的参加,很顺当的完成了本 课学习；3. 教学目标分析学问目标：学习本课中显现的生词,懂得课文主要内容；才能目标：通过阅读课文,设计各种活动训练同学运用英语进行听说读写各种活动的能 力；并培育同学利用语境懂得句意的阅读方法和技能；1 名师归纳总结 - - - - - - -第 1 页,共 6 页精选学习资料 - - - - - - - - - 情感目标：通过学习本课,让同学能体会到父母之爱,找出自己的成长苦恼,帮忙别人 解除苦恼,并学会感恩；4. 教学重点、难点分析 教学重点： 对于课文各个细节的懂得及对于课文主题更深层的懂得； 对于同学阅读才能及听说读写各个才能的培育；教学难
4、点： 训练同学利用上下文信息填写词汇和句子的才能； 对于课文的懂得及活动的绽开；5. 教学过程设计 一 Before you read （读前）设计意图：读前热身 & 导入 通过自我介绍,问候,拉近与同学的距离,再用几个简洁问题如“ Are you always happy at school. Do you have a lot of homew ork. ”等引出我的同学 Mary 的成长问 题,并导入话题,学习生词；二 While you read （读中）1. Read quickly and answer the questions. （快速读课文回答疑题）1 What did Ma
5、rtin use to be . 2 Is Martin a bad boy now. 设计意图：第一通过快速阅读课文,回答两个简洁问题, 明白课文主要信息： 主人公 Martin的转变,从一个问题小孩变成一个好孩子；2. Read carefully and put the missing sentences into the right places in the reading. （读课文填入文中缺少的句子）Missing language 2 名师归纳总结 - - - - - - -第 2 页,共 6 页精选学习资料 - - - - - - - - - A. How was he ab
6、le to change. B. and didnt give up trying to help himC. Thats when I decided to changeD. after his fathers death a few days agoE. Even the teacher agreed that Martin was wasting his time Learning strategy（阅读策略） : As we read, we need to use the information around the sentences to help you guess the m
7、eaning. Using context can help you know the meaning of the sentences. （阅读文章时,我们可使用句子四周的信息来推测语句意思；也就是说,语境可帮忙你懂得句意；）设计意图：课文中缺少了五个句子,这一步通过认真阅读课文,把五个句子填入文中,使文章完整,为下一步分段细读课文做好铺垫；在这个过程中,让同学学习通过语境懂得句意的阅读策略；3. Read Paragraph 1 and answer the questions.（读第一段回答疑题）1 When did Martins life become much more diffi
8、cult.2 “To do this, she had to work, and so was not often at home. ”Whats the meaning of “to do this” .设计意图：认真阅读第一段,找出问题一的答案,这是个关键信息,Martin 的生活什么时候开头变化的,这个问题也是 Martin 变化的重要缘由；其次个问题,利用刚学习的阅读策略来找答案,同时,仍让大家明白到 Martin 母亲不常常在家的缘由,这同时也是 Martin 变化的缘由之一；4. Read Paragraph 2 and fill in the chart. （读其次段填表）Mar
9、tins troubleMother s help1. He caused problems for_. 1. She _ him as well as 2. He was not _studying. she could. 3. He often _ with the police. 2. She sent him to _. 4. He wanted to _ the school. 3 名师归纳总结 - - - - - - -第 3 页,共 6 页精选学习资料 - - - - - - - - - 设计意图：这一段主要讲了Martin的问题、麻烦,以及他母亲对孩子的耐心帮忙,因此设计了这个
10、表格,可让同学们很清楚的看出这一段的主要内容；5. Read Paragraph 3 and tell true or false.（读第三段判定正误）_1 The headteacher said it was not necessary for Martin to talk with his mother. _2 Martin finally understood what his problem was. _3 What his mother said didnt change his mind._4 Martin was afraid of being alone after his
11、fathers death.设计意图：第三段主要描述了母亲对儿子说的几句话,这是 Martin 转变的直接缘由,通过 4 个判定正误题检测同学是否懂得本段内容；6. Read Paragraph 4 and fill in the blanks. （读第四段填空）1 Martin is now _ students in his class. 2 _ helped him feel good about himself. 设计意图： Martin 现在已经完全转变了,他的转变及是什么最终转变了他,这一段进行了总结,通过这两个句子可以把这两个关键信息显示出来；三 After you read:
12、（读后）1. Retell according to Martin s pains（依据 Martin 的成长苦恼来复述课文）1）Martin is a _. He used to be _. When his father died, _. His mother had to work, so _. 2 He _ his study and often _ police. At last, his mother decided to _. But he wanted to_. 3 Martin called_.His mother helped him_. Even though his f
13、ather was no longer with them, he_. 4 Now Martin has really changed. He is _. 设计意图： 让同学们通过Martin的成长苦恼文章这条主线更加深刻的懂得课文,为下一步开展活动奠定基础；2. Group work: （小组合作）1 Make an interview: Write down your classmates4 growing pains in your group. （ 进行一次采名师归纳总结 - - - - - - -第 4 页,共 6 页精选学习资料 - - - - - - - - - 访,写下你组内同
14、学的成长苦恼）2 Put the paper into the envelop and pass your groups envelop to another and talk about how to help them to solve the problem and tell us.（把你们组内的成长苦恼装入信封,传递给下一组,你来帮忙别的组解决问题,写下解决方法,并告知大家）设计意图：通过采访,记录组内同学的成长苦恼,并帮忙其他组解决苦恼的小组合作活动,升华本课主题,并培育同学团结合作互帮互助的精神；3Write a “ Thank you note ” to the people w
15、ho helped you solve the problem. （写一篇感谢信给帮忙你解决问题的人）Thank you Thank you so much for _. It very kind of you to -_. I used to _. But you told me to _. I am so happy that now I _. Again special thanks to you. Yours sincerely _ 设计意图：通过写感谢信让同学学会如何感谢帮忙过你的人,做一个有爱心的人；3. To sublime. 升华 Don t meet trouble half
16、-way. t trouble trouble till trouble troubles you. DonTrouble is your friend, don learn from your trouble. t be afraid of making troubles; just believe in yourselves, you can God helps those who help themselves. Do well and have well. 4.Self-evaluation. （自我评判）Read the following sentences and check y
17、our understanding of the text.If you have mastered t mastthe rules, youd better write three smiling faces on the lines. But if you havenwell, you can write just one or two smiling faces on the lines. （对于本课的学习你是否已经掌握以下五条,假如你已经很好的把握请在横线上画三个笑脸,假如是把握一般请画两个笑脸,假如没有把握请画一个笑脸） 我已把握了课文中生词；_ 我已很好的懂得了课文内容；_ 我已懂
18、得了本课的阅读策略；_ 我很好的熟悉到了我的问题及同学们的问题,及如何更好的解决问题；5 名师归纳总结 - - - - - - -第 5 页,共 6 页精选学习资料 - - - - - - - - - _ 我学会了如何做一个有爱心的人,如何感谢别人；_ 设计意图：通过自我评判,明白自己对本课所学内容的把握,依据不同的情形挑选相应作业进行巩固；4. Homework. （作业）Homework1: Vocabulary exercise. （词汇练习）Homework2: Shorten the text. （缩写课文）Homework3: Write a short passage about
19、 your best friendproblems and try to give suggestions.（写一篇短文关于你的挚友的问题并尝试赐予建议；）设计意图：针对同学们把握情形的不同,完成相应的作业,真正使同学巩固课堂所学知识；6. 教学评判设计在教学过程中,对回答疑题积极精确的同学赐予肯定勉励；1. 在语言上,对于能正确回答疑题的同学赐予“ Good. Excellent. Well done. Wonderful. Great. ”等等丰富的语言精神勉励；对于答错问题及没有答上问题的同学赐予“ That s OK. It doesnt matter. Come on.” 等等精神上的抚慰；2. 对于积极主动回答疑题的同学,不被问题所困扰；送上一张 “笑脸 ”嘉奖,期望他们每天都有好心情,同时,在学习完本课之后我设计了自我评判,通过自我评判明白自己对课文所把握 情形,并挑选相应作业完成；能更加有效的提高同学的自主学习才能；6 名师归纳总结 - - - - - - -第 6 页,共 6 页