人教版九年级英语Unit 4 I used to be afraid of the dark阅读课教学设计

巧用教材元素，创新教学活动

——人教版初三全一册Unit 4 I used to be afraid of the dark阅读课

英语教材是学生学习和教师教学的重要内容和手段，是学生接触和学习英语语言的主要材料，也是学生了解世界，认识社会，形成正确的价值观念，培养积极的情感态度的重要途径。因此，教师在教学过程中应充分发挥教材的作用。但利用教材并不等于照本宣科，更重要的是，要结合教材出现的元素，如主题，标题，图片等，创新教学活动，真正做到“源于教材，高于教材”。本文以人教版初三全一册Unit 4 I used to be afraid of the dark阅读课为例进行教学设计。

Teaching Objectives:

Knowledge objective:

Students can know how Candy changed and know how to describe one’s change.

Ability objectives:

Students can use skimming skills to get the main idea of each part and gain detail information through careful reading.

Students will talk about one’s change with appropriate expressions, like I used to be....I didn’t use to be....and why.

Emotional aims:

Students will have a objective judgement on themselves.

Students will be self-confident and persistent to become better.

Teaching key points and difficult points:

Key points:

Students can talk about one’s change with suitable expressions.

Difficult Points:

Students can be self-confident and change to be a better person.

Teaching procedures:

Step 1 Lead-in

1) Greet students and show a movie clip--The King’s Speech, an Oscar-winning, about how King George VI, wonderfully played by Colin Firth changed from a stutter to an eloquent speaker.

2) Ask students to talk about their feelings toward his change.

3) Show main sentence to conclude the movie.

King George VI used to be stutter. He didn’t use to be good at speaking.

(Justification: According to the teaching content, a movie similar to Candy’s change can better inspire students to get to the topic.)

Step 2 Pre-reading

Show students the title From Shy Girl to Top Star, and ask them to predict the main idea of the reading in their own words.

(Justification: Predicting is one of basic skills in reading strategies. Students can make full use of their experience and imagination to predict the following content. Meanwhile, their speaking ability can be improved.)

Step 3 While-reading

1. Fast reading

Group work. Give each group three cards. Each cards with main idea of each paragraph. Skim the article and identify the paragraphs. Discuss and put them in order. See which group can be fastest. Group leader should stand up, give the ideas and conclude the main idea in complete sentences.

(Justification: By making full use of activity in 3a, adding different learning method and competition can make the lesson more interesting. Students can get to know the main idea of the passage better as well.)

2. Careful reading

Ask students to read the article carefully and complete sentences about Candy in 3b. Students who are invited to share their ideas should tell how they know about Candy’s change from the passage.

(Justification: Careful reading aims at getting detail information, that is, what are Candy’s changes and how. At the same time, by getting to know the sentences structures to describe one’s change, students can practise it.)

Step 4 Post-reading

1) Divide students into two groups, one for interviewees to think about their own changes, one for interviewers to think about at least 8 questions to ask about others’ changes.

2) Interview. Invite students to the front and have a performance.

(Justification: In this step, students can apply what they have learned into real use. After reflecting themselves, students can also know better about themselves.)

Step 5 Summary and homework

Summary: Invite one student to summarize what we have learned today.

Homework: Ask students to write down their changes.

Blackboard design: