九年级英语全册 Unit 4 I used to be afraid of the dark Reading教案 （新版）人教新目标版-（新版）人教新目标版初中九年级全册英语教案.doc

Unit 4 I used to be afraid of the dark
Teaching content
He Studies Harder Than He Used to.
Teaching Object
Students in Junior Three.

Teaching Aims
Criteria (标准)
Ability Aims:
1. Ss can use the new words and phrases freely;
2. Ss can master the usage of “used to” .
3. Ss can master the reading strategy of using context.
4. Ss can improve their reading ability.
Knowledge Aims:
1. Ss will learn the new words and phrases: seldom, influence, absent, fail, examination, boarding school, in person, exactly, take pride in, be proud of, ...
Structures: 1) It is hard to believe that he used to have difficulties in school. 2) His unhappiness began to influence his schoolwork.
3) Sometimes he was absent from classes and failed the examinations.
4) It is very important for parents to be there for their children.
2. Ss can master the usage of “used to”
3. Ss will master the meaning of the passage.
Emotional Aims:
1. Ss will know to cherish the chance of studying.
2. Ss will understand their parents better and love them.

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
Ss can improve their ability of reading and use the reading strategy.
Teaching Aids
PPT
Teaching Procedures
Teacher’s
Student’s
Purposes
I. Pre-reading activities
1. Warming up. Let Ss to listen to a song about the left-behind children.
2. Using some pictures to lead in some new words and phrases, then teach them.
1. To listen to the song carefully and answer some questions.
2. To read and understand the words and phrases according to the pictures.
通过学生对图片的猜测,这不仅活跃了课堂气氛，更重要的是引出了本课的话题和一部分新单词。帮助学生理解文本主题。
II. While-reading Activities
Part one: Read fast
1. To present the title, the picture and make students predict some information of Li Wen.
2. To let Ss put the missing sentences in the correct places.
(To guide the students to do it by using the context : read the sentences before and after this sentence)
3. Let Ss read and match the main idea of each paragraph.
1. To look at the title and picture and predict some information of Li Wen.
2. To put the sentences in the correct places.
3. To read quickly and match.
由利用文章标题及图片来猜测主人公的一些信息，指导学生利用阅读策略（利用上下文语境）来完成选句和选择中心句的练习，帮助学生更好地理解故事的梗概，有助于后一步对课文的深入剖析。
Part two: Careful reading
1. To read Para 1 and fill in the chart about “Why did Li Wen become a problem child ?”
2. To read Para2 and match the words with their meanings.
(To guide the students to understand the meaning from the context)
3. To read Para 1&2 to complete the sentences about “What problem did Li Wen have? ”
4. To read Para 3 and answer some questions to see how“LiWen understands his parents.”
5. To read Para 4 and fill in the charts to see“How is Li Wen like now”.
6.To make sentences about Li Wen’s change using “used to”.
1. To fill in the chart one part by one part.
2. To get the meanings of words from context while checking the answer.
3. To complete the sentences.
4. To answer the questions.
5. To fill in the chart.
6.To make sentences using “used to”.
运用多种习题形式，让学生细致阅读各段内容并完成相应的练习，使学生能对文章有更好的理解和把握，并在其中渗透阅读策略。
III. Post---reading Activities
1. To guide the students to understand the love between Li Wen and his parents, find out the sentences that show it.
2. To get students discuss the topic “My Parents and I”
1. To answer the questions and find out the sentences.
2. To discuss the topic.
由李文和他父母之间的爱引入学生及其父母之间的爱，渗透德育：父母爱孩子，孩子应该理解父母。
IV. Homework

Level 1: ①Copy the new words 4 times a word.
②Read the passage after class.
Level 2: Write a composition about Li Wen’s change.
“ How Li Wen Has Change!”

家庭作业是课堂教学在课外的延续，也是对课堂内容的进一步巩固,通过写作为3b的写作做好准备。

课后反思：
本课是结合本学期英语组进行的“英语阅读教学中有效的思维激发”主题教研活动上的研讨课。上完课之后，在各老师的指正下，有以下几点是值得我自己进行反思的：
一、 如何进行导入
我运用的是关于留守儿童的小短片导入，最后通过与学生进行交流，处理部分新词。但我却忽视了班级情况，事实上班上有很多的留守儿童，如果能从学生的经历引出，我相信会更加有说服力，而且也会更加地自然，更能激发学生说的欲望。
二、 关于如何阅读
在阅读中，我运用了skimming和scanning的阅读策略，但却犯了知识性的错误。Skimming是略读，学生应该很容易就能寻得答案，但是我设计的问题为“what did Li Wen use to be like after his parents were not at home?”这个应该要细读之后才能完成。Scanning 是在了解文章的基础上进行的阅读，但是我设计的问题跳跃性太大，导致学生无法回答。
在这次备课过程之中，我的受益很大，既让我提高了我的业务水平，也让我深深地感受了集体的力量。