Unit 2 If you tell him the truth now, you will show that you are honest.
Teaching background | |||
Unit 2 If you tell him the truth now, you will show that you are honest. | |||
主备人 | r芮丹丹 | 参备人 | 关静，刘瑶，胡洁， 沈臻锐 |
使用年级 | 九年级 | 集体备课时间2024.9.18 | 使用时间2024.10.24 |
Analysis of the Teaching Material
| What：该语篇是一篇应用文，来自杂志专栏的来信往来，通过描述问题，分析问题，给出建议，让学生了解遇到问题后，要学会表达问题，并积极寻求建议；在给建议的时候，要学会分析问题，提取关键，给出切实可行的建议。 Why：该语篇继续就 problem 这一主题深入，通过 Steve 的信件，让学生了解如何描述自己遇到的问题；通过 Diana 的信件，让学生学会分析经历，提取问题，并就问题提出有合理的建议。本语篇鼓励学生学会分析问题，提出建议，建构 problem-advice 的结构化知识。 How：语篇含两封 Steve 和 Diana 之间的往来信件。信一中描述了Steve 违反和爸爸的承诺，导致重要的文件丢失，且向爸爸撒谎的经历，向Diana 寻求建议；信二是 Diana 分析 Steve 的经历，提出他犯的两个错误，并且就这两方面给出自己的建议。 | ||
Analysis of the Target Students
| 知识储备 1. 学生在八年级已经学会如何描述学习上的问题，所以问题这一话题对 他们并不陌生；此外在七八年级，学生已经就 friendship 等话题方面有 一定的知识储备，所以学生对于此话题有一定的熟悉感和兴趣； 2. If 引导的条件状语从句，经过 M5 的学习，学生能够就该语法的语言情景比较熟悉，所以就目标语言点的时态问题，经过老师的点拨，也能够融入情景中，运用目标语言； 可能面对的问题 1. 引导学生运用目标语言表达观点和给建议； 2. 学生可能不太愿意表达自己在学习上或生活上遇到的问题； 解决方案 1. 引导学生代入语篇的情景，理解、内化结构化知识，并运用该结构化知识表达观点，解决实际问题； 2. 引导学生内化目标语言知识，理解目标语言运用的具体情景。 | ||
Teaching objectives | 运用有关 problem 的词汇和 if 引导的条件状语从句，阐述个人遇到的学习上或生活上问题，表达个人观点；分析问题，给出建议；通过正视成长中的问题，积极参与交流，加强沟通，从而学会解决问题，促进自我成长。 | ||
Teaching key points and difficult points
| Key points: 1. 掌握重点词汇和短语的含义和用法。 2. 理解和运用条件状语从句 “If...will...” 表达建议和后果。 3. 进行阅读和讨论活动，提高语言技能。 | ||
Difficult points: 1. 在不同情境下，准确运用条件状语从句进行复杂的表达。 2. 理解阅读文本中的深层含义和作者的意图。 | |||
Teaching and learning methods | Teaching methods:Task-based activities、PWP method and interactive approach | ||
Learning methods: 1. Individual learning; 2.Co-operation | |||
Teaching procedures:
1. Raise a question: if you have problem, who will you ask for help.
2. Encourage students to ask for help when they have problems.
（Purpose：To arouse students’ learning interest.）
Step 2 Pre-reading
1. Introduce Agony Aunt to students and encourage them to offer help by giving advice.
2. Get to know the task of this unit.
（Purpose: To lead in the topic of problem and give necessary background knowledge before reading.）
Step 3 While-reading
1. Read for gist: read quickly and get the main idea of the two letters.
2. Read for details: Read letter I and get to know what happened.
3. Read for structure: read letter II and get to know how to give proper advice.
4. Review the main idea with the help of the mind map.
(Purpose:To help students better understand the passage on problems and develop their reading skills. To guide students to extract the structure of the passage and know how to give proper advice.)
Step 4 Post- reading
1. Discuss in group and try to define the problem of the student;
2. Try to brainstorm possible advice in the target structure.
3. Give a report of the problem.
(Purpose: To help student understand how to give advice. To improve teaching and learning by doing peer assessment.)
Step 5 Writing
1. Think of a problem and write a short letter to Diana about the problem. Use the steps in Activity 5 to help you.
2. Work in pairs. Read each others’ problem letter. Suppose you are Diana and write a reply. Then give your advice.
3. Share your advice in class.
(Purpose: To help students express their own problems and advice to practise their writing skills. )
1. Review the vocabulary and phrases learned in this class and be ready for a dictation in the next class.
2. Write a short passage using the conditional clause “If...will...” to describe a situation where you had to make a choice between being honest and not being honest. What did you choose? What were the consequences?
(Purpose: To help students memorize and strengthen what they have learned in this period and practise their skills of speaking, writing and organizing.)
Step 7 Exercise
Ⅰ.根据句意及汉语提示完成单词。
1. Just give me a chance and I will _____(证明) it to you, Mrs. Wang.
2. —What is your new classmate like?
—She is very quiet and _____(诚实的).
3. —How is your study going?
— _____(糟糕的).
4. My watch doesn’t work. Can you _____(修理)it?
5. My computer doesn’t work. Maybe there are some _____(病毒) in it.
Ⅱ. 用所给词的适当形式填空。
1. The teacher has warned him _____(not be) late again.
2. They decided _____(play) football at the weekend.
3. He always offers _____(drive) us to school.
4. Go and ask him _____(not sleep) in class.
5. When we finished _____(copy) the game, we turned off the computer.
Ⅲ. 单项选择。
1. When the plane was ready to _____, Bob _____ his hat and sat down.
A. take off; took off B. taking off; turn off
C. take off; turned off D. taking off; turned off
2. Dave often helps me _____ my English.
A. with B. for C. at D. on
3. His father was angry _____ what his son said.
A. with B. on C. of D. from
4. You should explain it carefully to her. _____ , she is so young.
A. At first B. At once C. After all D. In fact
5. —Should I tell my teacher the truth?
—Yes. Even if she will be angry with you. At least you’ll prove _____.
A. you are how honest B. you are what honest
C. how honest you are D. how honest are you
Blackboard Design:
M6 Problems
U2 If you tell him the truth now, you will show that you are honest.
Problem Advice
(one’s experience) 1.Analyze the problem
5W1H 2. Proper advice: Apology-Advice-Promise
(If you ……, you will……)
Reflection --- 辅弱 九4班 王皓
王皓同学的英语学习基础比较薄弱，对本学科缺乏兴趣和自主学习的意识，在本节课上课之前找孩子辅导词汇的读音并要求他课余时间将单词背会，以免在上课时因为不认识单词而影响阅读和理解文本内容。在本课时的教学中，通过贴近学生实际生活的问题导入有效地引起了学生的兴趣，让他们积极思考面对错误时的应对方法。词汇学习部分，通过多种方式呈现词汇，学生能够较好地理解和掌握词汇的含义和用法，但在拼写练习中，部分学生还存在一些问题，需要在后续的教学中加强。针对王皓同学在词汇发音和书写及使用中出现的问题，及时找孩子进行辅导，直到他掌握正确的读音和拼写，并帮助孩子熟练朗读课文内容。本节课的句型学习中，学生对条件状语从句的进一步用法有了一定的认识，但在实际运用中还不够熟练，需要更多的练习机会。课堂上，在讲解条件状语从句的结构和用法之后，找王皓同学和班级其他基础薄弱的学生进行夯实训练，帮助他们理解和运用条件状语从句。在阅读活动中，因为文本中的话题比较贴近学生的现实生活，所以学生们能够积极参与讨论，但在理解深层含义方面还需要更多的引导。王皓同学在用英文表达问题和建议方面还比较薄弱，鼓励他大胆张口表达。在今后的教学中，针对王皓同学的学情基础，还是要注重词汇的巩固和句型的灵活运用，为他提供更多的阅读和讨论机会，提高他对基础知识的掌握程度和运用能力。
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