人教版九年级Unit 7 Teenagers should be allowed to choose their own clothes.-Section B 3a—3b Self check-ppt课件-(含教案+视频+素材)-省级公开课-(编号：f1132).zip

1、九年级话题复习英语教学设计九年级话题复习英语教学设计 话题七话题七情感与情绪情感与情绪 教情分析教情分析 本课采用英语话题式复习的形式让学生对话题七“情感与 情绪”进行话题复习。通过以 Feelings and Moods 为话题,让学生 对不同类型的 Feelings 的词汇有深刻的复习记忆之外，也鼓励 并培养学生积极向上的情感态度。通过“Reading” 环节向学生 渗透生活中无处不在的“幸福”心态；通过“Enjoy”环节激励 学生“努力尝试，永不放弃”的情感。 学情分析学情分析 对于九年级学生来说，已经掌握了一定英语基础，而且也 明显出现学习上的个体差异，无论从学习还是生活都有不 同层次

2、的情感差异，尤其在 面临初中最关键的一年里，每 个学生在学习与交往的过程中会产生积极或消极的情绪， 通过本话题的学习来更好地引导学生用积极的心态和坚强 的意志来面对学习和生活中的困难，勇敢的迎接中考。 语言知识目标语言知识目标 1. Words of Feelings and Moods. 2. Sentence structures to describe different feelings and moods. 1) I think it +adj.+to do. 2)Its + adj. for sb. + to do. 3)That makes sb.+adj. 语言技能目标语言技能

3、目标 How to develop a positive feeling and moods? 学习策略目标学习策略目标 1）preview the task before-class individually; 2）take part in different tasks in class actively. 文化意识目标文化意识目标 Learn to realize the important of developing positive feelings 情感态度目标情感态度目标 1）体会英语学习的乐趣，做到在“用中学，在学中用”。 2）培养学生的团队合作意识，学会分工合作。 3）让学生

4、学会明白积极的情绪产生的积极效应，从而正确面对 学习和生活中的困难。 教学教学重难点重难点 Key points: 1. Memorize the key words. 2. Learn to use important structures to express feelings. Difficulties: Train students speaking, reading and writing skills. 教具准备教具准备 multi-media player, blackboard 教学步骤教学步骤 Step 1 .Lead in and elicit the topic. Pre

5、sent some funny pictures and lead students to read the topic words. (设计意图：通过展示当下流行的搞笑“表情包”，让学生 在娱乐的同时，明白每个表情所包含的不同情绪和情感表 达，并让学生了解本课的主题，增强学生参与的积极性。) Step 2. 知识梳理Feelings 1.Show the key words to describe feelings and check their prevision; 2. Discuss the important structures in groups and use them to

6、make sentences. Step 3. 知识梳理Moods 1.Show the key words to describe positive moods and negative moods; 2.Discuss the important structures in groups and use them to make sentences. (设计意图: 以上两个环节的设计都是复习重要词汇和句型， 在识记的基础上对句型加以灵活运用，从而为随后的写作 环节做铺垫) Step4 练一练典例分析 1. Show students three typical exercises to m

7、ake them finish on their own. 2. Elicit students to focus on the sentences in blue; 3. Ask students to try to memorize these two sentences in blue. (设计意图：通过教师的引导，让学生明白情感和情绪的话 题在不同语境中的具体体现，并通过让学生对特别标注的 两个句子进行记忆，既可以积累佳句，又进一步对后面的 写作环节做了铺垫。) Step 5 Reading Comprehension Make students finish the reading

8、task based on the same topic during the given minutes. (设计意图：从句子过渡到整篇阅读文的设计，旨在让学生 从一篇完整的英语文章中体会并捕捉到其中蕴含的意义 生活中要时刻保持幸福的心态，并用积极的情绪去面对 一切，也体现了英语学科的人文性。) Step 6 Group Work What have you learned after reading this passage?（至少说两点） （设计意图：通过对上一环节的复述，既可以让学生对文 章的理解更进一步，也体现了学生利用英语学科工具性的 特点从而提高学生的语言表达能力，同时也锻炼了学

9、生小 组合作的能力。） Step 7 Enjoy the video 1.Play a part of video as well as make students think about some important factors in it . 2. Questions before-watching： Think about some aspects in the video: Who are characters in the video? What are they doing? Why did they do that? How did they do? What is the

10、result? （设计意图：通过欣赏视频，旨在让学生体会生活中运用 积极心态处理事务的成功例子，以此激励每个学生积极面 对自己的学习和生活；另外，问题引导旨在培养学生勤于 思考，为最终的写作做最后的素材积累。） Step 8 Writing Exercise 1. Discuss in groups how to write the given article; 2. Make one of the students present his/her opinions; 3. The teacher gives addition to how to write it ; 4. Divide in

11、to several groups to make them finish their own writing tasks. 5. Present their articles discussed in each group and value them . （设计意图： 让学生学以致用，锻炼了学生的写作能力， 同时也是很好的起到为中考服务的目的，毕竟目前所进行 的是话题式的复习，让学生回归到语言学习的本质上来， 在真实情境下正确运用语言） Step 9 Homework Finish off the whole article on their exercise book. 设计意图：(让学

12、生课后完成整篇作文，既是让学生通过写 作达到对整堂课的一个梳理，也让学生把本节课的话题融 会贯通到自己的写作中，再次体现学以致用，从而提高学 生的综合运用英语语言的能力。） Step 10 Summary What have you learned from this class? 教学反思教学反思： 本课对教材和学情做了深入的分析，设计上思路清晰，由 浅入深，从词汇到句子，再到整篇文章的过渡，层层递进， 教学任务难易程度环环相扣，让学生一步一个脚印，渐渐 近入任务，让学生非常自然的领会本课的主题。同时利用 公益视频激励学生们勇于尝试，不轻易放弃的人文精神， 英语学科的人文性再次体现。 改进之

13、处改进之处： 1. 课堂上应该关注更多的学生，让不同层次的 学生都能获得进步；课堂上应该关注更多的学生，让不同 层次的学生都能有机会去展示自己在本节课英语学习中的 见解和看法并获得认可，从而在以后的英语学习中获得进 步；在让学生看视频这个环节之前，教师所设的 5 个问题 旨在引导学生在看的过程中思考并为紧接的写作环节做铺 垫，但是在看完视频之后由于时间的原因没有让学生回答 直接导入写作环节布置写作任务，因此这个地方的衔接过 渡的不够合理。 板书设计板书设计 Positive Feelings Positive Moods Active, Energetic, Happy 话题七话题七 情感与情

14、绪情感与情绪（Feelings and MoodsFeelings and Moods ） EmoticonEmoticon Express peoples different feelings, emotions and moods. 知识梳理 Feelings Feelings of doing someting Description words of animals good, fun, funny, relaxing, easy,different, boring, wonderful exciting, fantastic cool, amazing,amazed interest

15、ing, scary cute, boring,lazy, smart, cool beautiful small,big friendly shy,ugly, huge Structure 1. That sounds+adj. 2. I think its. 3. I think/ find it +adj. +to do. 4. Its + adj.for sb. to do. Positive Moods Negative Moods 知识梳理 Moods happy, pleased, glad, excited, relaxed, confident proud sad, upse

16、t, angry,mad disappionted, worried, annoyed frustrated Structure 1. That makes sb. +adj. 2. I feel + adj. 3. Im +adj. + 介词 典例分析 1. - Whenever I feel_, my parents always go out of their way to cheer me up. - What a loving family you have! A. upset B. amazed C. proud (2015太原市二模) 2. The important thing

17、 is not whether you fail or not, _ whether you try or not. A. and B. so C. but (2016太原市二模） 3. - You look unhappy, John. _? - Well, I found my mother look through my mobile phone yesterday. (2015 山西中考) A. You want to rest B.Whats wrong C. How do you do 练一练 Reading Comprehension 1. The writer was inte

18、rested that_. A. a man was dressed in rags B. she had seen a homeless person for the first time C. the homeless man seemed to be very happy. 2. The homeless man bought a radio because_. A. he had money to spare B. music made him feel happy C. he liked to waste money 3. Accoding to the writer, what i

19、s the key to life? A. Food B. Clothes C. Happiness 4. The writer wants to tell us that _ A. passion is the key to happiness B. music can make our life happy C. we should show mercy（同情） to the poor 读一读 说一说 What have you learned after reading this passage?(至少说两点) Group WorkGroup Work 看一看 Who What How Sharing Why What 每个人都有过与他人分享的体验，如分享一本有趣 的书，一段难忘的经历,一个闪光的想法.假如你是视频 中的女孩，你会怎样与他人分享这次经历呢？ The 1st para. The 2nd para. The 3rd para. 写一写 Homework Finish off the whole article on your exercise-book. Summary What have you learned from this class?