江桥中心学校 王秀岩
一、说教材，地位和作用
本节是九年级Unit11单元Section B的教学内容。本单元围绕“Sad movies make me cry. ”为中心话题学习和运用make作为使役动词的语言结构，SectionB 是Section A内容的继续和延伸。在话题上，从 Section A事物对人情感产生影响的简单叙述，转向描述人们对某种情感所持有的观念；在语言上，除了进一步综合训练、巩固单元重点语言内容外，正确、得体地运用相关的形容词描绘情感，表达情感变化成为本部分的重点；在语言技能上，则从单项技能训练转向侧重听、说、读、写的综合训练。语篇讲述的是小男孩Peter 输球后非常沮丧，但是爸爸的鼓励和团队的理解帮助他走出阴影、重树信心的故事。通过对本节课内容的学习，不仅有利于培养学习基本英语素养和发展学生思维能力，也有利于培养学生的开放和包容的性格，培养学生善于交际和善于同他人合作的精神，树立勇敢面对挫折的积极态度。充分体现了义务教育阶段的英语课程具有工具性和人文性双重性质。
二、说教学目标
教学是为了让学生学到知识，学到能力、培养多方面的情感，让学生在原有的基础上有所提高，有所发展，因此根据新课程标准提出的“三维目标”，为了实现学生的全面发展我把本节课的教学目标设定如下：
1.知识目标：（1）让学生读懂文本，了解Peter的情感变化过程。
（2）掌握文本中出现的习语和动词短语。
2．能力目标：运用阅读技能（Skimming andScanning）了解故事情节，通过mind-map分析故事细节，并且能够根据事情发生的先后顺序，简要复述个人经历。
3. 情感目标：通过本课学习，让学生理解团队精神，正确看待“失败或令你失意的事情”，保持良好的心态，树立用于面对挫折的积极态度。
三、说教学重点、难点
通过对教材和教学大纲的研读，确立了以下重难点：
教学重点：读懂文本，掌握文本中出现的习语和动词短语。
教学难点：make的正确使用以及阅读技能的提高。
四、说教法和学法
在教学中利用多媒体、图片、视频、小组活动等多种方式，采用任务型教学法，创设情境，调动学生多种感官，激活学生的智慧，努力创建一种开放的，和谐的，积极互动的生活化课堂。初三学生两极分化现象，只有少数学生跟走，设计过程力求由简到难，呈现层次性，递进性，连步为学生搭设小台阶，多采用小组互助学习法，以让全体学生参与到学习中去。
五、说教学过程：
StepI：Leading-in&Pre-reading
Show students a short video(miss scoring a goal). Let students predict the result of the game.
(设计意图：通过视频，激发学生对故事的阅读兴趣。)
StepII：While-reading
Task 1.Read the story and number the events in thecorrect order.
____ Peter got home and went into his room.
____ Peter talked to his teammates.
____ Peter missed a goal.
____ Peter’s father gave him advice.
____ Peter realized that he was worried for no reason.
（设计意图：让学生初步整体感知文本，通过排序理清文章思路。）
Task 2. Read the passage and divide(分段) the story into 3 parts according to the main idea ofeach part.
Part 1（Para________） A. Father’sadvice.
Part 2（Para____to ____） B. Teammate’s support.
Part 3（Para____to ____） C. Peter’s trouble.
(设计意图：让学生通过阅读文本根据故事大意来划分段落。)
Task3. Read Part.1(Para.1) and answer thequestions.
1.What’s Peter trouble?
2.What happened to Peter’s team?
3. How did he feel?
4.Why did Peter feel angry and worried?
（设计意图：让学生了解Peter输球后的情绪及原因，为故事发展做铺垫。）
Task4. Read Part.2(Para.2-6)and fill in the blanks.
Q:What kind of advice did Peter’s father offer him?
(设计意图：运用思维导图了解Peter父亲的建议，并掌握文本中出现的习语和短语。)
Task 5. Movie Dubbing.
Show a video about Peter and his father. Students tryto imitate their intonation. Then role play the conversation.
(设计意图：运用配音让学生注意语音语调，感同身受，更好的感受Peter的内心变化。)
Task 6. Read Part.3 (Para.7-11) and fill in theblanks.
Peter
1.went to soccer practice with courage ___________ fear.
2.said _______to his teammates.
3.thought if they continued to _____________, they were going to win the next one
his teammates
1. nodded ______________.
2.It was never one person’s ____.
3. should think about how they could __________ the next time.
（设计意图：运用表格，让学生了解队友的理解让Peter重拾信心。）
Task 7. What’s the result?
A. The team won the game. Peter felt happy.
B. The team lost the game. But Peter felt lucky atlast.
(设计意图：回扣主题，与开头呼应。)
Step III. Post-reading.
Task 8. Exercise
Just an hour ago, Peter missed (score)a goal. He had let his whole team d . His stupidmistake made him (anger). Histeam had lost the game because of him. He was really worried that his coachmight kick him o the team. His father advisedhim (not be) too hard on himself butto learn how to communicate with his teammates and learn from his m. It made Peter think .carefully.
The next day, Peter went to soccer practice with crather than fear in the heart. He said sorry to his teammates. Histeammates nodded in (agree).They asked him not to worry about what had happened as it wasn’t just oneperson’s fault. They agreed that they should p togetherto think about how they could do better the next time.
Peter smiled. It made him (feel)lucky to know that he was on a winning team.
（设计意图：能够根据中考题型完成课文改写，总结所学内容，明确故事发展的主线，为后续写作做铺垫。）
Task 9. Discussand summary
Why was he on a winning team? What is team spirit?
（设计意图：通过讨论、总结，让学生学会与别人交流，提高口语表达能力，并渗透情感教育。）
Task10. Homework
1. Read the story again. Tell your friends how tosolve problems.
2. Review the idioms and verb phrases.
（设计意图：课后再次阅读，加深对文本理解，学会用积极的态度面对苦难和挑战。回顾复习本节的语言知识，掌握文中出现的习语和动词短语。）
