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北师大版英语九年级unit_1_language_lesson_3_language_learning_tips_教学设计
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Lesson 3 Language Learning Tips 教学设计
第一课时:
教学目标:
在本课学习结束时,学生能够:
1. 通过阅读获取有关英语学习的困难及针对性建议的信息。
2. 初步掌握通过上下文猜测词义的方法。
3. 口头表达有关英语学习的困难并提出针对性的建议。
教学重点:
通过阅读获取有关英语学习的困难及针对性建议的信息。
教学难点:
口头表达有关英语学习的困难并提出针对性的建议。
教学过程:
教学环节
教师活动
学生活动
设计意图

时间

Warm-up

Step 1
T asks Ss to brainstorm the aspects of learning English.
T asks: What do you think is difficult about learning English? What do you do to help with that?
Ss talk about the aspects of learning English.

Ss get into pairs or small groups and share their thoughts.

提出相关问题,引入课文话题。

5’

While-reading

Step2

T asks: What type of reading is this?

T asks Ss to read paragraph 1 and answer the question: What problems does David have in English learning?

T asks Ss to read Paragraph 2-4 and answer the question: What suggestions do the three students give him?

T directs Ss to pay attention to the difficult word “review” and “reward” and asks Ss to guess the part of speech and the meaning from the context.

T asks Ss to read paragraph 5 and answer the question: Why does Mrs. Smith say learning English is not difficult?

T directs Ss to pay attention to the difficult word “suit” and asks Ss to guess the part of speech and the meaning from the context.

T asks: Do you agree with Mrs. Smith? Why or why not?

T asks the Ss to read the text again and fill in the table in Ex.3. T encourages Ss to answer in complete sentences.

1. Ss recognize the reading as “online discussion”.

2. Ss read the paragraph and answer the question.




Ss read the paragraphs and answer the question.




Ss pay attention to the difficult words and guess the meaning from the context.




5. Ss read the paragraph and answer the question.




Ss pay attention to the difficult word and guess the meaning form the context.



Ss share their opinions.



8. Ss read the text again and fill in the table. Then Ss say the answers aloud.
让学生了解文章类型.


让学生学会从阅读文段中获取信息。




让学生学会从阅读文段中获取信息。





训练学生阅读策略。







让学生学会从阅读文段中获取信息。





训练学生阅读策略。




为英语程度好的学生设置深入思考的问题,训练他们的思辨能力。

让学生查找细节
23’


Post-reading

Step 3

T asks Ss to work in groups and try to talk about which suggestion is helpful for you and what suggestion you would give to David.

T asks a few groups to share their opinion.

Ss work in groups and talk about the topic.





Ss share their opinions.
让学生利用这节课所学的知识进行自主地表达。


12’

Homework

Write down the suggestions that are given to David in class.


















第二课时:
教学目标:
在本课学习结束时,学生能够:
1. 巩固如何表达有关英语学习的困难并提出针对性的建议。
2. 进一步掌握通过上下文猜测词义的方法。
3. 通过小组的形式讨论自己学习中遇到的困到以及给同伴提出合理建议。
教学重点:
进一步掌握通过上下文猜测词义的方法。
教学难点:
通过小组的形式讨论自己学习中遇到的困到以及给同伴提出合理建议。
教学过程:
教学环节
教师活动
学生活动
设计意图

时间

Step 1
T asks Ss to recall the suggestions that Tina, Brian and Ann made with the help of the table in Ex3.
Ss try to recall the suggestions and retell in complete sentences.
对上节课所学的知识进行回顾。
5’

Step 2

T directs Ss to the text in Ex 6 and asks them to choose the correct meaning of words from the context.
1. Ss do the exercise individually and then discuss in pairs.
2. Ss say the answer individually.
对上节课所学的阅读策略进行巩固。
5’


Step 3
T asks Ss to do Ex.B on P122
1. Ss do the exercise individually and then discuss in pairs.
2. Ss say the answer individually.
对阅读策略进行进一步的练习和巩固。
6’


Step4

T asks Ss if they can remember some of the problems they brainstormed in the Warm-up. Then T let Ss get into groups of four. Say “Now discuss your problems in learning English. Give suggestions to each other.
Ss discuss in groups of four and share their thoughts.




继续创造机会让学生练习如何表达学习中的困难和提出建议。
12’

Step 5
T asks: What problems do you have in other subjects? What suggestions can you give to each other? T asks Ss to discuss in pairs and make a few notes during their discussion.

Ss discuss in pairs and share their thoughts.

设置进一步的口头练习,使学生更熟练地进行表达。
12’


Homework

Write a short passage about you partner’s problem in other subjects and your suggestions.








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