初中英语牛津译林版九年级上册Unit1《Reading1：People who are happy with their jobs》优质课教案省级比赛获奖教案公开课教师
面试试讲教案 【名师授课教案】
1教学目标
1. Read the article about jobs and personalities; 2. Guess the meanings of the new words from the context;
3. Identify the main idea of each paragraph in the passage by skimming; 4. Describe the four people’s jobs and personalities by detailed reading;
2学情分析
大部分学生对于阅读课的第一部分都是很感兴趣的,在平时的教学中,总能顺利地完成,且效果较好。
3重点难点
Describe four people’s jobs and personalities by detailed reading.
4教学过程
4.1第一学时
4.1.1教学活动
活动1【导入】Unit 1 Know yourself Reading (I) Step 1 Warming-up Free talk
T: Today, we’ll meet some outstanding people. They like their jobs very much. Now show me your ideas, what kind of person are they?
【设计意图:引入名人图片,在自然交流中,激活学生头脑中关于人的个性的词汇,并由此渗透personalities 和jobs之间的关系,有效激发学生参与课堂的兴趣。】
Step 2 Pre-reading 1. Watch a video
T: Who is this man? Let’s watch a video first.
T: You know him very well. He is the pioneer of Alibaba. He is devoting most of his time to it.
He says, “If not now, when? If not me, who?” Any time he is ready to take on new challenges. He always works to high standards. Now he is one of the richest in China. So, people often say he is a born businessman.
【设计意图:马云对学生来说可谓耳熟能详,同时他也是很多学生心目中的偶像,通过播放他的视频激活学生思维及认知,快速切入主题。在此基础上借助图片创设微型语境,以词块的形式呈现部分生词pioneer、challenges、devote … to、standard, born …,帮助学生扫除一定的阅读障碍。】 2. Prediction
T: Look at these pictures from Sunshine Town. They are also outstanding in their fields. Would you please guess what their jobs are?
【设计意图:根据人物图片预测他们的职业,使学生产生阅读期待,激发学生了解文本内容的欲望。】
Step 3 While-reading 1. Skimming
T: Now please look through the text quickly and check if you have made the right prediction, and also try to find what they think of their jobs.
T: Yes, Wu Wei is an artist, Su Ning is a manager, Liu Tao is an engineer, and Fang Yuan is a doctor. What do they think of their jobs?
T: Yeah, they are happy with their jobs. How can you get the information quickly? T: Great! Pay attention to the title and the pictures while reading.
【设计意图: 根据人物介绍类的文本特点让学生通过快读,验证自己的猜测,获取文章主要信息。让学生自我感悟浏览标题、插图是获取文章主要信息的捷径。】 2. Scanning Passage 1:
(1) Read and answer
T: Now let’s read Passage 1 more carefully and answer two questions: *What does Wu Wei’s best friend think of him?
*What has won Wu Wei high praise from the art community?
T: Yes, his best friend said, “He is a born artist. He’s quiet and doesn’t like to talk much, but his work shouts.” And his sculptures for Sunshine Town Square have won high praise from the art community.
【设计意图:通过两个wh-questions 来引导学生对第一段文本开展细读活动,培养学生获取细节信息的能力。】
(2) Read and guess
T: Good job! Let’s do some guessing work. What does “his work shouts” mean here? T: Yes, that is to say his work is wonderful. Then what about “praise”? What does it mean?
T: Excellent! How can we guess the meaning of new words?
T: I agree. Circle some key words before and after the new word or the sentence. It’s possible to find its meaning.
【设计意图: 猜测文本中典型句子和生词的意思,师生共同总结解决方法,可以有效地逐步培养学生猜词悟义的能力。】 (3) Read and think
T: Wu Wei said, “I want to share the best art with people, so I’m always searching for something better or different. This in itself is great fun.” What can you infer from it?
T: I love all your ideas. He is so creative and of course he is happy with his job.
【设计意图:利用文本中的原话来解读人物,加深学生对人物的理解,同时半开放式的提问可以逐步提升学生的思考以及推理判断能力。】 Passage 2: Read and finish
T: Find out some information about Su Ning’s past and present. five years ago ? was an __________ ? only worked with ______ ? made me _______
(accountant, numbers, unhappy) now
? is a general manager ? is active and _________ ? love working with ________
? is ready to take on ________ any time (energetic, people, challenges)
【设计意图:让学生通过苏宁过去与现在的工作对比,使其对性格要适合工作有更深的理解】 Passage 3: Read and practise
T: Next let’s come close to Liu Hao. A question for you, in what aspects can we introduce A person?
T: Yes, job and personality. Please read through Passage 3 carefully and find out some specific information about Liu Hao.
T: Now let’s finish the flow chart together. He is the chief engineer of the high-speed railway. He pays attention to every detail. He is serious, well organized and modest. He always works to high standards. What’s more, he is easy to work with. In a word, he is happy with his job.
【设计意图: 通过引导学生说出介绍人物可以从哪几个方面入手及在阅读后填写流程图的方式,使学生掌握此类文本的结构 ,同时也训练学生利用指示词去寻找特定信息的扫读能力。】 Passage 4:
An interview between groups
T: Read through Passage 4 and do an interview with Fang Yuan in pairs. Try to ask more questions and give detailed answers. The team which gets the most stars will be the winner.
【设计意图:通过前面对三个人物的分析理解,学生已经储备了一定的提问能力,通过组际之间的采访方式加深学生对人物细节的理解,竞争性的活动能够提高学生的参与率】 3. Further reading (1) Thinking
T: What do the sentences mean? Choose the right Chinese meaning, and try to find out some supporting sentences.
*Life is like a race. You either take the lead or fall behind. *A miss is as good as a mile.
*As a doctor, you can’t be too careful.
初中英语牛津译林版九年级上册Unit1《Reading1：People who are happy with their jobs》优质课教案公开课
