Unit5 Topic3 SectionC 教学设计
Ⅰ. Material analysis
本课是九年级英语第五单元第三话题的阅读课，本课的主活动为1a和3。1a介绍了美国第十六任总统林肯的事迹，通过完成排序任务让学生体验如何按照时间顺序对人物事迹进行描述，1b和1c的阅读任务训练学生的寻读技巧和根据语境猜词的能力。通过２的问题讨论对所学内容进行口头输出，最后设置的写作任务用以训练学生的综合语言运用能力，并要求学生学会在教师的指导下对自己的作品进行修改。通过本节课的学习，鼓励学生用所学语言谈论和描述历史人物，理解名人名言的含义，并以此鞭策自己：在学习上要坚持不懈，永不放弃。
Ⅱ.Teaching aims
1. Knowledge aims：
1) Words and phrases:
trust, break out, get rid of, set free, die from, break up, unit
2) Grammar:
①学习并列连词either... or…, not only…but also…, both...and…和neither…nor…的用法。
②学习主谓一致的用法。
2. Skill aims:
1)能理解事件发生的顺序和人物行为，并根据事件发生的时间进行排序。
2)能读懂有关世界名人，如林肯的事迹，并能够获取有用信息。
3)能独立完成短文，并在教师的指导下进行修改或互相修改。
3. Emotional aims:
1)鼓励学生积极参与并乐于与他人合作，共同完成学习任务。
2)能根据上下文推断、理解生词的含义。
3)通过讨论林肯的名言正确对其进行评价，学习他勇于克服困难、坚持不懈、永不放弃的精神。
4. Learning strategies：
1)预习和收集相关资料；
2)在写作之后学会校对拼写、语法和标点的错误，也可以互相校对，完善自己的作品。
Ⅲ. The key points and difficult points
1. Words and phrases:
trust, break out, get rid of, set free, die from, break up, unit
2. Sentences:
1) In Illinois, there were neither teachers nor schools, but Lincoln’s stepmother encouraged him to study.
2) He learned to read and write while working on the farm.
3) People trusted him and began to call him “ Honest Abe”.
4) The southern states wanted to keep the laws that allowed them to own slaves.
3. Grammar:
1) Conjunctions;
2) Agreement of subject and predicate.
Ⅳ. Teaching aids
多媒体课件，教学机。
Ⅴ. Teaching procedures
Stage （time period） |
Interaction patterns |
Teacher activity |
Student activity |
Remarks |
1 |
Getting students ready for learning (4 mins) |
Group work |
1.Greeting. 2.Ask students to report the homework. |
1.Greeting. 2.Act out the conversation of 1a in Section B. |
热身活动。 学生三人一组表演对话。 |
2 |
Revision (4 mins) |
Class activity |
Ask students to introduce the famous people in brief according to their notes. |
Introduce the famous people they learnt in the last lesson in brief according to their notes. |
检查作业情况，复习上节重点，同时为本节课的英语学习做好知识衔接和铺垫。 |
3 |
Pre-reading (3 mins) |
Pair work |
Ask students to work in pair and finish the pre-reading task. |
Work in pairs and put the statements about Abraham Lincoln in the right order. |
让学生理解事件发生的先后顺序，并根据事件发生的时间进行排序，并提示学生可在写作时进行应用。 |
4 |
While-reading (13 mins) |
Individual work |
1.Guide students to read the passage and check the order. 2.Ask students to read the sentences of 1b. 3.Play the flash of 1a. |
1.Read the passage to check the answers. 2.Read the sentences of 1b carefully, and understand their meanings. 3.Read the passage, and then mark the sentences of 1b with T or F. |
指导学生略读核对所排顺序。 培养学生寻读的能力。 培养学生能根据上下文推断、理解生词含义的能力。 在学生提问环节里，提倡先由其它组帮助回答，教师补充说明。 |
Class activity |
Guide students to check the answers. |
Check the answers. Finish 1b. |
Individual work |
Ask students to scan the sentences and finish 1c. |
Read the conversation carefully and match the words with their meanings. |
Group work |
Ask students to discuss in groups and ask anything they can’t understand. |
Discuss in groups of three or four to understand the passage. The other groups help them to solve the questions; teacher can offer help if necessary. |
5 |
Post-reading (5 mins) |
Group work |
1.Ask students to discuss the sayings of Abraham Lincoln. And then share them in class. 2.Ask students to tell their group mates the story of one of the famous people they have learnt in this unit. 3.Ask them to choose the best story to report in front of the class. |
1.Discuss in groups of three or four to understand the sayings of Abraham Lincoln. Share the meanings and learn from him. 2.Tell the story of one of the famous people they have learnt in this unit. 3.Then choose the best story to give a report. |
向学生渗透情感教育，学习林肯勇于克服困难、坚持不懈、永不放弃的精神。 |
6 |
Pre-writing (4 mins) |
Group work |
Guide students to talk about their heroes. |
Discuss the hero they will introduce, and collect the materials. |
小组讨论决定要写的人物，搜集素材，让基础不好的学生体验写作的全过程，掌握写作的流程和方法。 |
7 |
While-writing (5 mins) |
Individual work |
Ask students to finish the speech alone according to the materials. |
Finish the written work by themselves according to the information. |
|
8 |
Post-writing (4 mins) |
Pair work or individual work |
1.Guide students to proofread their works. 2.Ask two students to show their works. |
1.Learn to proofread their compositions; they can also proofread each other. 2.Read their speeches. |
在写作之后学会校对拼写、语法和标点的错误，也可以互相校对，完善自己的作品。 学生读完校对过的短文后，教师要给予评价。 |
9 |
Summarizing and assigning homework (3 mins) |
Individual work |
1.Ask students to sum up the key points. 2.Repeat the key points. 3.Assign homework. |
1.Sum up the main content of this class. 2.Read through what they have learnt after the teacher. 3.1) Read 1a and review the key points. 2) Complete the speech. 3) Search more information and pictures about pyramids and other wonders of the world. |
教师引导学生自主总结。 主动获取知识，为下节课预习和收集相关资料作准备。 |
Ⅵ. Blackboard design
Topic 3 Now it is a symbol of England. Section C 1. People trusted him and began to call him “Honest Abe”. 人们信任他，并开始称他为“诚实的亚伯”。 trust v. 信任，信赖，相信 2. break out 爆发 3. get rid of 丢弃，摆脱，扔掉 4. set free 释放；解放 5. die from 死于…… 6. break up 拆开，分散；粉碎 7. unit n. 单元；单位 |
