1、1 . TeachingAims: 1.KnowledgeAims: （1）Students are able to identify and use the words: influence, boarding school, in person, be absent from and etc. （2）Studentscanunderstandandreviewthe Comparative Degree better by reading this story. 2.AbilityAims: （1）Students can use different reading skills to r
2、ead and understand the article: skimming, scanning, careful reading, using context and contrasting. （2）Students are able to finish the tasks designed in terms of contents of the passage. 3.EmotionalAims: （1）Students will know that we should be grateful for what we have and to somebody who has helped
3、 us. （2）Students will realize the importance of ones own persistence and efforts in face of problems. . Teaching Key Points: 2 1.Students are able to identify and use the words: influence, boarding school, in person, be absent from and etc. 2.Students can use different reading skills to read and und
4、erstand the article: skimming, scanning, careful reading, using context and contrasting. . Teaching Difficulties: The groupwork: Students in Grade Nine are passive to show themselves. . Teaching Methods: Communicative Language Teaching PWPApproach Task-based Language Teaching . TeachingAids: CAI, bl
5、ackboard and handouts. . Teaching Procedures: 1. Lead-in： Watch a video and ask students two questions to lead in the group “left-behind children”. Q1: What does the boy want to say to his parents in the end? Q2: Who is the boy? 3 2. Pre-reading: (1)Show some pictures and ask some questions to letst
6、udentsknowleft-behindchildrens situation and problems. (2)Guessing: The title of the story may have two meanings. Ask students to guess which is right. 3. While-reading: (1)Task One : Scanning Look through the passage quickly and put the sentences 【A-D】in the correct places. A: They had a long talk.
7、 B: Now Li Wen has really changed. C: However, things began to change a few years ago. D: His teacher was worried about him. (2)Task Two: Skimming Read the passage quickly and find the main idea of each paragraph. (3)Task Three: Careful reading Read Para1 and tell the sentences T or F. Read Para2 an
8、d guess the meanings of the words: 4 influence, be absent from, boarding school, in person Read Para3 and answer the questions. Read Para4 and fill in the blanks. PastNow He feltand.He isnow, because he knows his parents and are proud of him . Heclasses andhis examinations. He worksthan he used to.
9、He wasand was not able toquickly in school. He becomes and in school. 4. Post-reading: Task Four Groupwork A TV program invites Li Wen and his parents to join in a Talk Show. Four students work in one group, discuss to fill in the blanks and role play the host, parents and Li Wen. (1) Ask students t
10、o prepare. (2) Invite some groups to perform in the front. 5. Emotional Education: Students can understand: God helps those who help themselves. Depend on ourselves to achieve goals. 6. Homework: For all:1. Read the passage three times . 5 2. Have a talk with your parents. Choice:Think about and wri
11、te down how you have changed. . Blackboard Layout: He Studies Harder Than He Used to influenceAnew reading skill: be absent fromusing context boarding school in person .After-class Reflection: 这是一节阅读课，主要教学过程是运用各种阅读技能去阅读文章，让学生们 了解留守儿童李文的故事，对比他过去和现在的变化及原因，并让学生在小组活 动中角色扮演，培养他们的英语综合运用能力和合作意识。最后的情感教育让学 生领悟到：感谢我们所拥有的一切，靠自己的努力实现梦想。本来以为小组活动 （角色扮演主持人，李文的父母以及李文）实施起来比较难，因为九年级的学生 在表演方面很被动。但是，实际效果很好，学生表现得很积极，表演生动有趣。 这节课还有许多不足之处，我会在日后的教学中不断改进。
