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Unit 8 It must belong to Carla.Section A (3a-3c )教学思路：（The teaching design thought）The teaching content of this course is to teach the whole people a volume of the nine grade unit8, the third lesson—small reading.The design of tasks is a sequence that leads the students gently into the new lesson, especially, it is not so difficult at beginning. under the teacher’s guidance, most of the students will take an active part in those activities.While dealing with the background and feelings behind the passage, I pay more attention to students’cooperation and response.The information showed by the courseware and guidance of teacher help the students not only reflect the relevant vocabulary and expression, and there is a strong expression of desire for the whole class to share their understanding.All these reading tasks expose the students’ reading skills. When they are answering, discussing, talking and performing, they could make great progress.All the activities arranged in the pattern: inputting information- processing information-outputting information, are meant to strengthen the integrated skills while reading.教学目标:（Teaching aims）According to the English syllabus and new lesson standard. I willtalk about them from knowledge aim, ability aim and emotionalaim1.Knowledge aim: During and after this class ,over 70% students should 1)Be able to know and use the words and phrases ：happening, noise.policeman, wolf, uneasy, something unusual, nothing much, go away, noiser- maker, have fun. see sb. do sth.2) Be able to find out the key sentences to describe the six persons’thoughts.3) Be able to retell the story in cooperation according to the key words.2.The ability aim is to grasp the reading such as guessing, skimming, scanning and so on and help the students understand deeply, and to practice the students’ reading skills.3.The emotional aim is to help the students to overcome the fear of something unusual.重点难点（The important and difficult points）Important points:(1): Students can learn some reading skills while reading the article.(2): Students can understand the passage carefully.Difficult points:(1): The improvement of reading skills---Getting key sentences andwords(2): Students can retell and make a dialogue according to 3c.教学准备：（Computer assist language teaching）教学过程：（Teaching steps）Step1.Lead-in new lesson.“Interest is the best teacher”, therefore, at the beginning of class, I will show some strange voices,and discuss.and then lead in 3a.T：Did you hear anything unusual? What might be happening?S1；I have no idea.It might be a hen.T: How do you feel when you hear strange noises?S2: I feel nervous/worried/scared/uneasy….Step2.warming-upLook at the picture and ask students some questions1. What is the woman doing in the picture?2. What can we know about the woman?3.How does she feel？Step3.Pre-reading.To help the students understand the passage clearly. Present some new difficult words and expressions.Step4.While reading.In this step,I will use task-based language teaching method. Which can give students a clear and specific purpose while skimming and scanning the passage.Task1.Fast reading (skimming reading)Read the passage as quickly as the students can. and then answer the questions.1.What is the town like before?2.What is the unusual thing happening in the town?Task2.Detail reading(scanning reading)In this step,I will ask the the students work in pairs after reading, discuss each other and then deal with 3b.Task3. Detail reading again.In this step, I ask students to form a group with four students after reading,and discuss together to deal with 3c, and then ask a student to retell the passage simply according to 3c.Step 5.Post-readingTask.Let the students make a dialogue according to 3c, four students in agroup, and one of the students is a reporter, to tnterview the three students from six persons. Let some of the students share their work:eg: The reporter: Did you hear anything unusual?What might behappening?Victor’s wife: I think that it could be an animal.The reporter: What about you?Victor and his friends: ……….Step 6.Summary.1)Ask the students to tell what they have got from this class.2)Master the reading skills.Step7. Homework (writing)Blackboard design:Unit 8 It must belong to Carla.Section A (3a-3c )。
初中英语九年级 Unit 8 Section A(3a-3c) 说课稿一. 教材分析本文选自人教版初中英语九年级Unit 8 Section A(3a-3c)。
本节课的主要内容是讨论关于不同国家的人们的日常生活。
通过阅读文章，学生可以了解不同国家人们的生活习惯和风土人情，提高他们的跨文化交际意识。
文章主要包括三个部分：3a. 介绍英国人的日常生活，如他们喜欢喝茶、看报纸，喜欢谈论天气等。
3b. 介绍美国人的日常生活，如他们喜欢喝咖啡、吃快餐，注重效率等。
3c. 介绍澳大利亚人的日常生活，如他们喜欢户外活动、烧烤等。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但是，对于一些复杂的语法结构和词汇，他们可能还不是很熟悉。
因此，在教学过程中，教师需要帮助学生巩固所学知识，提高他们的语言运用能力。
同时，学生应该具备一定的跨文化交际意识，能够了解并尊重不同国家的文化差异。
三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和短语，如“tea time”，“weather forecast”，“fast food”等。
2.能力目标：学生能够读懂文章，理解文章的主旨大意，提高他们的阅读理解能力。
3.情感目标：学生能够了解并尊重不同国家的文化差异，提高他们的跨文化交际意识。
四. 说教学重难点1.重点：学生能够掌握文章中的关键词汇和短语，理解文章的主旨大意。
2.难点：学生能够运用所学知识，进行实际的跨文化交际。
五. 说教学方法与手段本节课采用任务型教学法，通过小组合作、讨论等方式，激发学生的学习兴趣，提高他们的参与度。
同时，教师会运用多媒体教学手段，如图片、视频等，帮助学生更好地理解文章内容。
六. 说教学过程1.导入：教师通过展示不同国家的图片，引导学生谈论各自对这些国家的印象，激发学生的学习兴趣。
2.阅读理解：学生独立阅读文章，完成相关练习题，教师进行讲解和辅导。
Unit8 SectionA（3a-3c）一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：policeman, noise, wolf, happening, uneasy2）阅读短文，能按要求获取相关的信息。
3）通过阅读训练来提高学生们的阅读能力。
4) 学习运用情态动词表推测。
2. 情感态度价值观目标：面对身边暂时不可解释的现象，根据已有证据进行合理推测。
不信谣，不传谣。
二、重难点：1. 重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。
3）通过阅读练习，来提高阅读能力。
2. 难点：1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
3）能按要求从短文中获取相关的信息。
三、教学方法任务型阅读及情景交际法四、教学准备：准备本课所需要的图片及多媒体课件五：教学过程：Step1：Review.通过游戏猜测柯南来进入侦探第一环节，知识的巩固。
通过图片展示让学生复习情态动词，must, can’t, might/could/may的推测。
Step2：Lead-in.通过侦探第二环节，声音的推测，来引入今天课文的话题。
告知学生“Now an unusual thing is happening in a small town. Please help me to find out the truth.”Step3：Guessing通过课文的图片，让学生猜测如下两个问题：1）What can you see in the picture? 2）how does she feel? 用这种方法训激起学生探索问题的兴趣。
Step4：Before-reading通过快速阅读文章，回答下面两个问题来了解文章的主要核心内容：1) Which one might be the best title?2) Where might be the article from?Step5：while-reading1) Read the paragraph 1 together and tell True or False, and then correct it.2）Next, Please read paragraph 2 together and fill in the blanks.3) 根据第一段和第二段的内容，完成3c4）listen to the paragraph 3 carefully and answer these questions on PPT.5）After reading the passage, play a game. 完成3bStep6：after-readingAfter reading the passage, we still don’t know who the noise-maker is? Now you are the detective! Try to find out the truth.让学生当侦探进行文章复述。
Unit 8 It must belong to Carla.Section A 3a-3cTeaching aimsKnowledge aim: master the key words:policeman,noise,wolf,happening,uneasy etc.Ability aim :be able to make inferences and improve students reading and comprehensive skills.Emotional aim: cultivate students imagination.Teaching key points and difficult points:Teaching key points: m aster the key words and phrases.Teaching difficult points: be able to make references and improve students readingand comprehensive skills.Teaching and study methods:Task-based teaching method and cooperation study methods.Teaching procedureStep 1 Lead-in1.Daily greeting to Ss.2.Watch a video and have a free talk with Ss.Do you want to be a detective like them? If you want to be a detective, you should pass some tests. Now, I want you to try to guess who the noise-maker is after listening some voice. Use might/could/must/can’t to help you.Step 2 Pre-reading1.Did you hear anything unusual? What might be happening? How do you feelwhen you hear a strange noise at night? These day, something unusual has happened , we need to find the truth.2.Read the picture in 3a and predict.When is now?What is the women doing?What is the expression of the women?Step 3 While-readingFast-reading1.Have the Ss read the passage quickly and find out the main idea of eachparagraph.2.Have the Ss read the passage quickly and choose the best title.Careful-reading1.Read para.1 carefully and try to answer the questions.2.Who is the noise-maker? Read the article carefully and find the answers.3. Did they see the noise maker? Read the article and find the people’s inferencesabout the noise-maker.4. Group workHave a discussion with your partners to guess who the noise-maker is and give your reasons at the same time. Imagine wildly and use the words: could,might,must, can’t.Step 4 Post-reading1.Finish 3b. Read the article again and find words to match the meanings.2.Get the Ss retell the passage according the mind-map.Step 5 Homework1、Read the passage aloud again and again.2、Retell the passage to your friends.Step 6 Blackboard designUnit 8 It must belong to Carla.Section A 3a-3cWords: policeman,noise,wolf,happening,uneasyPhrases: something unusual, have fun,next-door,runaway...。
