罗秀丽九年级u4speaking.docVIP

Unit 4 Speaking 课题 Unit 4 Speaking 课时 第 课时，共 课时 课型 speaking 教学目标 1) To train Ss’ speaking skill---discuss the topic with classmates 2) To expand Ss horizons---know more about natural disasters 教学重点 To train Ss’ speaking skills--- how to express feelings 教学难点 To teach Ss to explain their feelings 教学准备 PPT, Blackboard, Music Procedures Steps Teacher’s activities Students’ activities Purposes = 1 \* ROMAN I. Pre-task Presentation Greetings: Greet the students as usual. 2. Introduce some information about earthquake. I’m fine/happy… I... To create Ss’ expectation and arouse their interests in the subject = 2 \* ROMAN II. While-task Procedure 1. Learn some useful expressions for expressing different feelings. 2. Work in groups of four, describe the emergency situation. 3. Share the ideas. Discuss with partners. Know how to express different feelings. Share the ideas To let Ss learn the words and expressions of expressing feelings = 3 \* ROMAN III. Post-task Activity 1. Drill: work in pairs. 2. Learn to tell more different feelings in different situations. Come to the blackboard and present. To train Ss’ speaking skill = 4 \* ROMAN IV. Homework 1) 学案Speaking一张 2) 英语周报 相关部分 Reflection 在本节课中，为了增强课堂40分钟的效果，我应该课堂前5分钟利用图片，卡通、动画等吸引学生的眼球，课前介绍美国的知识背景，让学生多了解这方面的知识，提高他们对国外学习的兴趣。在生词的处理方面，我应该在在导入过程中利用动作、图片、简笔画等呈现，对阅读理解形成重大障碍的生词，不必呈现所有的生词，教会学生有些词可以通过上下文语境猜出。在阅读习惯的培养方面，我应该进行限时阅读，因为限时阅读是一种有效的训练方法，可以在一个较短的时间段内集中学生的注意力，要以意群或句子为单位阅读，这样容易抓住文章的中心大意；要养成根据上下文猜测生词词义的习惯，在不影响理解全文的情况下，放过难点；还要特别留意文章的开头和结尾以及每段的首句和尾句。需要长期地、认真地积累语言知识，扩大词汇量。