初中英语《Hestudiesharderthanheusedto》优质教学设计、教案.docxVIP

Unit4 让情感体验与认知过程共生 He studies harder than he used to? 教学设计 一．内容简析 本课为人民教育出版社 Go for it! 九年级第四单元 Reading 部分的 内容。阅读材料讲的是留守儿童在当今学业中面临的问题及解决方法。此篇 阅读意在培养学生从略读到细读，有浅及深的阅读技巧。学生通过对阅 读材料的学习，了解到留守儿童存在的问题及现状从而培养学生主动解 决问题的意识和能力，在交流中寻求帮助。 坚持自己的观点，听取别 人建议，从而使学生形成乐观宽容大度慷慨的个性。 二．目标定位 A 掌握阅读材料中的词汇和句子。 It is hard to believe ... , Be absent from In person, take care of , take pride in Be proud of , Used to do B 能回答课文有关的问题，掌握灵活运用已有信息处理问题 的能力 C 能够学会谈论和表达出生活中出现的烦恼和压力，并能找 到问题的解决办法 情感态度 学会自我放松，学会关爱和理解，学会享受生活 学习策略 自学发现问题；小组活动，合作解决疑难 三方法选择 真正调动起各层次学生的教学方法才是有效的方法。采用的主要方 法有：先学后教，学生第一时间接触新教材。培养独立自学能力；小组 合作学习，发挥基础好学生的示范作用，以带动其他各层次学生有效 高效的开展学习。 四教学流程 环节 warm — up Brainstorming adjectives about feelings Use adjectives to talk about feelings in pairs [ 设计意图 ] 提出与我们日常生活密切相关的话题，激发学生学习兴 趣， 创设情境，引导学生讨论交流。 环节二： Presentation 。 T： I have a friend called Li Wen ， He is a 15-year-old boy from the countryside. He is one of the stay-at-home children. He used to feel lonely ， Do you want to know why ？ Now, let ’ s read his story. Now let ’ rsead the following four sentences ， try to translate them into Chinese ， If you have problems ， you can ask your partners for help. Then skim the article and match the main idea with each paragraph. [ 设计意图 ] 快速阅读，整体感知 . 课标 Skimming ， Scanning 这两 种快速阅读的方法是阅读的基本技能，通过的第一种方法的阅读可以使 学生轻松获得文章的大意，在此基础上进行 Scanning ，进行细节阅读， 对文章进一步阅读和掌握，意在锻炼学生提高阅读的速度和质量 环节三 While reading -- Scanning 、 scan the article ， then finish the exercises. “foTr ” true, “ F” for false. First look at the following sentences If you have problems ， you can solve in pairs. Li Wen used to have difficulties in school. His parents left him behind and he felt very lonely and unhappy. He didn ’ litke his grandparents. He works very hard and does well in school when his grandparents came to look after him . He missed his parents so much and wanted to live with them 、 Read the second paragraph and then choose the right answer Why did Li Wen became less interested in studying? He is a lazy boy. He wants to play outside. H