Unit 3 Family life-ReadingFamily life in cities-ppt课件-(含教案+素材)-省级公开课-牛津深圳版九上(编号：c0173).zip

What do you know about.?watching filmstaking tripstalking and sharingcooking mealsDo you spend enough time with your family?shoppingDo you spend enough time with your family? Tick () the activities you usually do with your family.DiscussIn your familydo the houseworkmake the decisionsare the rules about watching TVdo you like most about your family?Look at the pictures, the title, the introduction and the sub-headings of the interviews on page 35. Before you readBefore you read1.The article is about family life in _. a.cities b.the countryside2.Emily is _years old. a.14 b.153.It seems that _has a bigger family and likes to help with the housework. a.Emily b.JerryLook at the information on the left and answer.While you read: Listen and thinkHow many parts are there in each interview?What is special about the two interviews?How many parts are there in each interview?Six. While you readWhat is special about the two interviews?Each interview has the answers of the interviewee, but does not have the questions of the interviewer. familymembersSkim the first part of Emily and Jerrys interviews to tell what they are mainly talking about.Skim the second part of Emily and Jerrys interviews to tell what they are mainly talking about.possessionsthings sb. ownsSkim the third part of Emily and Jerrys interviews to tell what they are mainly talking about.houseworkasked or requiredSkim the fourth part of Emily and Jerrys interviews to tell what they are mainly talking about.family activitieson a trip for workSkim the fifth part of Emily and Jerrys interviews to tell what they are mainly talking about.family rulesSkim the sixth part of Emily and Jerrys interviews to tell what they are mainly talking about.What do they like most about the family? family members possessions housework family activities rules What do like most about the familyComplete the notes below.EmilyJerryFamily membersEmily, 1)_and 2)_.Jerry, 3)_, 4)_, 5_and 6)_PossessionsShe has got a lot of things, such as 7)_.He 8)_.HouseworkShe is not 9)_.He 10)_.He 11)_ and even12)_dadmumdadmumgrandmahis sistera big TV,a new computer and a mobile phonehasnt got many possessions expected to do the houseworkhelps with the houseworkwashes the dishesirons his own shirtsEmilyJerryFamily activitiesThey usually 13) _.They 14) _.RulesHer parents 15)_.Her parents 16)_.Likes most about the familyTheir 17)_.All his 18)_. go out for dinner together sometimes like doing things together dont usually set rules for her set rules for her new flat family*cook mealsAfter you read* take trips * feel crowded*out of date* feel lonely* wash the dishes*finish ones homework* set rules for me*have no interest in*ask*one*more*time*_ mealsAfter you read* _ trips * _ crowded* _ lonely*_ of date*_the dishes*_ ones homework* _ rules for me*have no interest _What questions did Paula ask Emily and Jerry? Read the interviews on page 35 and try to work them out. Use the words in brackets to help you.1 (Who, people, in family?)2 (Have, get, many possessions?)3 (Do, housework?)4 (Do, go out, or, do things together, family?)5 (Do, parents, set rules for you?)6 (What, like, most, family?)After you readShow timeWork in pairs. Act out the two interviews.After you readLet your speaking shine!Work in groups and discuss. Please use these six questions and the six key words to introduce your own family!After you readGroup sharing!HomeworkFinish your family introduction after class.1本课选取的是义务教育教科书，九年级上册，Unit 3 阅读课课程，本课的阅读文章题目为“family life”。 本课为阅读课，第一课时主要处理阅读理解，教师引导学生运用恰当的阅读策略对文本进行解读，提取出文本中关键信息，教师引导理解本文中中心思想，学习该篇文章的写作策略，并能够运用。【教学目标教学目标】本课结束时，学生将能够：1.运用恰当的阅读策略，如猜测、总结主旨意等提取文章的重要信息；2.能够根据插图、标题等内容，预测主阅读篇章的内容；3.对家庭生活有一个正确的，积极的态度。【教学重点与难点教学重点与难点】教学重点：1. 重点词汇： meal, share, decision, expect, personal, relationship等。2. 阅读策略：如运用预测、跳读和略读等对文章进行分析理解。3. 提取信息：根据文章内容，提取关键细节信息。教学难点：1. 准确理解文意。2. 透过文章，恰当地揭示主题，升华主旨。突破措施：1.设计相关问题，激发学生已有知识。2.在读中活动中将文章分六个部分并总结每个部分的大意，进行对比阅读，给学生以针对性的引导。3.组织主题讨论活动，展示对主旨的理解和思考。【教学方式教学方式】本课采取任务型教学模式（Task-based Language Teaching，TBLT），结合情景教学（situational-based language teaching），交际教学(communicative teaching method)，等方式，培养学生探究性学习的能力，通过小组讨论和分享，发现、了解、理解知识。引导学生对文本进行深入分析，做深层次的阅读指导。注重综合语言运用能力培养，在阅读教学中融入分析、讨论、口头表达和写作任务，为学生提供综合运用语言的机会，学以致用。把学生作为教学的主体，尽量满足不同学生的需要，让学生在一个轻松、愉悦的氛围中进行学习。教学流程示意教学流程示意2 教学过程教学过程Stage 1：warm upStepsTeachers activities Students activitiesPurposesstep 1Show Ss some meaningful pictures and arouse their interests, ask students to discuss.Watch the pictures and predict the topic that we discuss today.To introduce the topic to Ss and raise their awareness of the theme. Using predictions.【stage1 设计说明设计说明】 这一部分的设计主要是为了引出本文的话题，激发学生原有的经验、知识储备，运用预测策略为之后的读前活动做准备。Stage 2 : pre-readingStepsTeachers activities Students activitiesPurposesstep 1Ask Ss to talk about their feelings about family life, and discuss some questions through the introduction.Discuss the questions, and then try to summarize the answers.To prepare Ss for reading.【stage2 设计说明设计说明】 这一部分的设计主要为学生阅读本文做准备。本课内容为家庭生活，与学生距离很近，设计此Fast reading: get the gist of the passage. Pre-reading1.Use some meaningful pictures to lead in the topic.2.Ss watch the pictures and try to predict the topic we will talk today.Careful reading: get specific information of the passage.Give Ss a certain situation. Ask them to act the passage out. Ask Ss to introduce their own family lives.While-readingPost-reading Homework. 3环节，可以做一个很好的过渡，同时，锻炼了学生的口语表达和总结概括能力，为接下来的阅读做准备。Stage 3: while-readingStepsTeachers activitiesStudents activitiesPurposesstep 1Asks Ss to listen to the tape and get to know the main idea.Fast reading. Read the passage and summarize the main idea.To practice Ss skill of skimming and prepare for further reading.step 2Asks Ss to read paragraphs for detailed information. Observes the class to offer necessary help while Ss are reading.Careful reading. Read paragraphs for detailed information.To practice Ss skills of reading for details and understanding the details.【stage3 设计说明设计说明】 本阶段是读中环节，主要包含略读和细读活动，其设计意图如下：1.学生能通过跳读与略读的策略找出文章的主旨大意，熟悉文章结构，本文结构清晰，对于初三学生来讲难度较低。2.简化文章内容，用不同方式提取关键信息。在细读部分，将文章分为六个部分，根据本文特色进行对比阅读。3.通过小组讨论分享，启发学生思维，让学生与同伴互相学习，互相讨论，达到在讨论的过程中使文章中的细节问题能够得以解决，并让学生在轻松愉悦的环境中学习课文。4.注意文章总体结构，让学生以更宏观的视角看课文。在处理读中活动最开始的时候，我就让同学试着在快读的基础上找出每段文字的中心意思，在细读活动之后，我又让学生进一步明晰文章结构，搞清文章文意，解决教学难点。Stage 4: post-readingStepsTeachers activitiesStudents activitiesPurposesStep 1Give Ss a certain situation, ask Ss to act the passage out.Work in pairs. Try to practise the interview and select students to act it out.To help students internalize the passage.Step 2Ask Ss to introduce their own family livesWork in groups. Introduce their daily lives based on what they have learnt. To have a proper strategy of developing oral English. To have a better attitude of their family lives. 【stage4 设计说明设计说明】读后活动主要是基于对文章理解的基础上进行的一系列内化文章语言与输出的活动。在此阶段中，教师主要处理两个方面的内容：1. 让学生根据文章内容，将文章的采访过程演练出来，训练学生的思维能力。让学生以两人一小组的方式讨论教师给出的问题，并交换意见。在讨论结束后要求学生进行小组展示，为下一步做铺垫。2. 让学生基于本课内容，介绍自己的家庭生活，锻炼口语能力的同时，引导学生珍惜自己的家庭生活，培养学生正确的价值观。HomeworkFinish your family introduction after class.To put what students have learnt into practice and use internet to broaden horizon. 板书设计板书设计4Unit 3 Family Lifefamily memberspossessionshouseworkfamily activitiesruleswhat they like most about their family教学评价设计教学评价设计评价内容：评价内容：self- assessmentWhat do you think of your performance during this period? Please complete the table and see how many YES youve got.评价项目评价内容学生自评知识掌握能力I _a)have learned a lot from the topicb)have known the topicc)still dont know much about the topic词汇掌握水平I found it_ _the new words and expressions of the passage.a)easy for me to useb)not easy to use some ofc)quite hard for me to memorize口语表达能力I_the discussions a)enjoyb)likec)dislike评价方法：评价方法：非测试性评价，自评与小组互评相结合。了解学生的学习情感、策略，由组长负责，组织小组反思，填写上表，并存入学习档案。教学反思教学反思In this lesson, teachers role should be a facilitator and organizer in class. I attach much importance to the value of topic in my class. I pay much attention to my praise for students. I try to give them positive comments and encourage them as much as possible.Situational-based teaching method. Put the discussion into a certain situation, arouse students interests, illume students thinking, help them have a comprehensive understanding of knowledge, make them learn in fun.