九年级阅读教学设计

学情分析：

1．初中学生的抽象思维能力比较低，形象思维能力强，但注意力容易分散。我们可以拟以故事、小品、漫画或动画等形式展示，并配以丰富的色彩，从而增强学生的兴趣和注意力。根据教育心理学,如果学生对于一件事物有极大的兴趣,他们就会排除主观和客观的种种消极因素,尽量全身心地投入到知识的学习中去。 2．初中生的学习心理特点： （1）兴趣：对英语普遍感兴趣，但有很大的不稳定性，好奇心强，求知欲旺盛，已不满足教师对课文的简单重复。（2）记忆：对刺激记忆手段多的知识记忆深刻，遵从记忆规律。（3）思维：偏重于形象思维，对片面,零碎的材料尚缺乏一定的概括分析能力。（4）评价：主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强。

三维目标剖析：

1.    知识与技能：

生词和短语：without,  think for a moment,  fought,  in the past,  modern,  feel blue,  enemy

语法：  现在完成时的用法

技能： 具备一定的听说读的能力。

2.    过程与方法： 引导启发。任务型教学法，情景交际法，讨论法。

3.    情感态度和价值观：合作，与人为善。

教学法说明：

教学过程中，在注重启发引导，培养学生分析、概括能力的同时，更要注重教学方法的灵活性，通过任务型教学法，情景交际法，全身反应教学法等，激发学生学习的兴趣，让学生乐于接受，易于接受。

教具及信息技术设备： PPT

教学步骤： 

Before reading

I. Listen to the song and fill in the blanks.

1. Where have all the flowers gone, long time passing? Where have all the flowers gone, long time ago? Where have all the flowers gone? ___________ have picked them, every one! When will they ever learn, when will they ever learn?

2. Where have all the young girls gone, long time passing? Where have all the young girls gone, long time ago? Where have all the young girls gone? Gone to __________, every one! When will they ever learn, when will they ever learn?

3. Where have all the young men gone, long time passing? Where have all the young men gone, long time ago? Where have all the young men gone? Gone to __________, every one! When will they ever learn, when will they ever learn?

4. Where have all the soldiers gone, long time passing? Where have all the soldiers gone, a long time ago? Where have all the soldiers gone? Gone to ____________, every one! When will they ever learn, when will they ever learn?

5. Where have all the graveyards gone, long time passing? Where have all the graveyards gone, long time ago? Where have all the graveyards gone? Gone to ___________, every one! When will they ever learn, when will they ever learn?

flowers

 

        The theme of the song is ___________________.

II. Discussion:   What does the word “war” remind you of?

While reading

(1) The Stevenson family was having dinner. The family ate without talking for several minutes, then Tom said, "Daddy, do you know how wars begin?"

(2) Mr. Stevenson thought for a moment, then he said, "Yes, I think so. I'll give you an example. We'll take two countries, BritainandAmerica. IfBritainfought withAmerica......"      

(3) Mrs. Stevenson laughed. "That's crazy," she said to her husband. "BritainandAmericahave been friends for over two hundred years. They'll never fight."      

(4)"Yes, I know that," Mr. Stevenson said. "I was only using them as an example."      

(5)"But they're not a good example," Mrs. Stevenson said. "FranceandGermanyare a better example."

(6)"BritainandAmericaare the best example," Mr. Stevenson replied. “They are friends now but they were enemies in the past. They fought a war!”

(7) “But that was a long time ago," Mrs. Stevenson said. “You should use more modern examples.”

(8) “And you should let me answer my son's question," Mr. Stevenson said, becoming red-faced.

(9) "Not when you give him wrong answers," Mrs. Stevenson said.      

(10)"I am not giving him wrong answers!" Mr. Stevenson shouted. "I am giving him perfectly good answers."

(11)"Don't shout at me!" Mrs. Stevenson cried. "I'm not one of your stupid friends."  

(12) "My friends aren't stupid!" Mr. Stevenson stood up and walked angrily out of the room.

(13)"Now I'll answer your question," Mrs. Stevenson said to her son.

 (14) “It’s all right, Mom," he said, feeling blue. "You and Dad already have."

I.       First reading:  What’s the passage mainly about? ____________________________

II.    Second reading:  True or false?

(1)    Mrs. Stevenson saidBritainandAmericahad been friends for many years.   _________

(2)    Mrs. Stevenson said thatFranceandGermanywere a better example.       _________

(3)    America andBritainare enemies.    ______________

(4)    Mrs. Stevenson said Tom was being given bad answers.    ______________

(5)    Mr. Stevenson shouted at Mrs. Stevenson.    _______________

(6)    Tom said his parents had already answered his question.　　________________

  III. Third reading:   Choose the right answer.

     (1) The Stevenson family was ____________.

         A. watching TV             B. at a restaurant    

C. having dinner at home     D. having dinner with friends

     (2) Tom asked his father ________________.

         A. whetherBritainandAmericawere at war     B. how wars begin   

　　　　 C. if wars begin             D. whetherFranceandGermanywere at war

     (3) Tom’s parents shouted at each other because __________________.

         A. they both wanted to answer Tom’s question   B. Tom’s mother thought his father was wrong

         C. Tom’s father thought his mother was wrong   D. Tom thought they were both wrong

     (4) What did Tom mean at the end of this story? _____________

         A. His parents’ shouting had taught him about war.   B. He didn’t want to know any more.

         C. Nobody had answered his question.       D. He was excited to see his parents shouting at each other

IV. Fourth reading: Ask and answer.

 V. Fifth reading:  Find the following phrases and sentences from the passage.

 一声不吭地吃饭 __________________________    冲某人吼 ______________________  

想了一会儿 ____________________    生气地走出房间 __________________________

 在过去________________________     极好, 好到完美________________________ 

你的一个蠢朋友__________________________________________________ 

 Do you know how do wars begin? (改错) _________________________________________

 Mr. Stevenson said, becoming red-faced. = _______________________________(in English)

 He said, feeling blue. = ______________________________________(in English)

VI. Sixth reading:  Read the passage in roles. 

A—Narrator   B—Mr. Stevenson   C--- Mrs. Stevenson   D --- Tom

  VII. Seventh reading:    What’s the best title?

A. A good example?    B. What is a war like?   C. How wars begin?    D. Friends or enemies?

 

VIII. Eighth reading:   Retell the passage.

教学反思：

       本节课是我在初中英语泛读教学中实施自主学习策略的一节课，在整节课中，我精心设计了每一个环节、每一个教学任务，使学生在课堂中顺利地完成了所有的教学任务。课后我感到，是我的课堂导入增添了学生的兴趣，使学生不仅丰富了有关文化背景知识，而且对希望和梦想的讨论更激起了学生的求知欲。在阅读课文过程中，我设置了多样性的阅读目标，尤其是读写表格，使学生能更好的理解文章内容，并且也提高了学生的阅读理解能力。但是由于九年级的学生已经明显地出现了两级分化，而我设置的多种阅读目标有些难，这给英语基础薄弱的学生带来了极大的压力，使他们在这节课堂中学习主动性相对较差。所以我深刻地感受到这种以提高学生能力为主的阅读课很难照顾到学困生，甚至有时会挫伤到他们学习英语的积极性。

总之，通过这节课，我取得了一点成功，但同时我又反思到，在今后的阅读课堂时，应该照顾到大多数中等生学生，并且要注重调节学生在课堂上的学习气氛，调动他们的学习积极性。