北师大版英语九年级Unit 5 Literature Communication Workshop 第一课时 教学设计.doc

1、Unit 5 Communication Workshop (A ) 教学内容： 话题：一个有趣的故事 学习内容：通过阅读一篇有趣的故事，分析文章结构，学习按照时间顺序记录一件事情。 教学目标： 本节课结束后，学生能够 1通过阅读例文，获取文章主要内容，用合适的形容词补充文章题目。 2分析归纳文章结构，体会按照时间顺序记录一件事情的写作方式。 3根据关键词，复述例文，巩固时间顺序的表达方式。 教学重点： 1通过阅读例文，获取文章主要内容，体会形容词在句子中的作用。 2通过分析文章结构，体会时间顺序的写作方式。 教学难点： 理解文章结构，体会按照时间顺序描述一件事情的叙述方式。 教学过程： 教学

2、环节 教师活动 学生活动 设计意图 时间 Warm-up 1. Show the two pictures to the students and lead the students to have a free talk. 2. Offer some phrases to help the students to give their ideas. 1. Watch the pictures and give their own ideas about the order of the two pictures. 2. Show their ideas in front of the cla

3、ss. 引导学生认真观 察图片，并激活 学生已有相关知 识，阐明事情的 先后顺序，引出 本课话题及相关 语言点。 5 1st reading 1. Lead the students to skim the text and find out the general meaning 2. Then help the students to think about the feeling at the end of the story and complete the title with a proper adjective. 3. Lead the Ss to give their idea

4、s to support their choice. Ss skim the text and try to understand the general meaning about the text. Then Ss complete the title with a proper adjective. 学生快速阅读课 文，在大致理解 课文的基础上， 关注最后作者的 心理感受，并且 将课文题目补充 完整。学习在阅 读文章中，应该 利用跳读的技巧， 快速获取作者所 述的行为，并理 解大意，从而完 成任务。 8 2nd reading 1. Lead the Ss to read the tex

5、t again and get the detail information according to the questions: Q1.When did this story happen? Q2.Where was Nancy last Thursday night? Q3.How did Nancy feel when she got up the next morning? Q4.What was Nancys mistake? 2. Check the answers with the Ss. Ss read the whole text carefully and answer

6、the four questions individually. Then share their ideas with the partner. Last check the answers with the teachers help. 学生独自阅读全 文，根据问题的 提示，获取细节 信息，并在小组 中交换意见，从 而解决单词和个 别句子的理解困 难， 15 3rd reading 1. Lead the Ss to read the text for the third time and help them to find out the adjectives in the box in

7、 Ex 2. fun great tired good late closed confused funny 2. Then help the Ss to understand the feeling of the writer according to the adjectives they choose to use in the sentences. Read the adjectives in the box and circle them in the sentences, then understand each sentence, pay more attention to th

8、e feeling of the writer. 通过理解并查找 形容词，引导学 生体会当时作者 的心情和感受， 并引导学生有意 识地运用形容词 描述事件。 5 Text builder 1. Help the Ss to think about the three parts in a story: the beginning, the climax, the ending 2. Help the Ss to understand the meaning of the word climax: The climax of something is the most exciting or i

9、mportant moment in it, usually near the end. 3. Lead the Ss to match the events with the three parts. Understand the three parts of a story, and then read the sentences in Ex3. Then match the sentences with the three parts to focus on the structure of the text. 用中文的学习经 验帮助学生理解 叙事文章的结构， 能够使学生快速 理解故事性

10、文章 的写作方式，为 自己将要完成的 文章理清思路， 做好框架准备。 5 Retelling 1. Show the key words about the structure to the Ss and lead the Ss to retell the text. And tell the Ss to focus on the key words which stand for the time sequence. A funny story Beginning Climax Ending Last Thursday, _ Till 11 pm. _ When she got up, _

11、_ In the end, _ _ 2. Show their retelling in front of the class. Try to retell the text according to the key words given and then understand the structure of the time sequence. 根据所给的提示 词，学生复述课 文，不仅能够帮 助学生进一步理 解课文及课文结 构，同时，帮助 学生培养英语语 感，为自己的作 文准备语言素材。 通过在全班同学 面前展示复述， 能够培养学生的 英语表达能力。 7 Homework Retell the text and think about one of your funny stories.