Unit 6 Topic 2 Who is your favorite character in literature Section B 教学设计 2024-2025学年仁爱科普版英语九年级下册

仁爱版九下英语Unit 6 Entertainment and Friendship Topic 2 Who is your favorite character in literature Section B教学设计 I. Teaching Objectives (I) Knowledge and Skills Objectives Students will be able to correctly read, spell, and use key words such as "character", "adventure", "imagination", and phrases like "be interested in", "can't wait to do". Students will master the structure of the present perfect tense "have/has + past participle" proficiently and accurately use it to describe the influence of past experiences on the present. Students will learn to use appropriate English words and sentence patterns to describe the characteristics and experiences of literary characters. (II) Process and Methods Objectives By reading articles introducing literary works, students' abilities to obtain key information, understand the main idea and plot of the passage will be improved. Through activities like group discussions and oral presentations, students' oral English expression and teamwork skills will be trained, and their ability to express their opinions clearly and coherently in English will be enhanced. (III) Affective Attitudes and Values Objectives Cultivate students' interest in reading English literary works, stimulate their desire to explore literary works from different cultural backgrounds, and enhance their cross - cultural awareness. Encourage students to actively participate in class activities, and foster their learning attitudes of being brave to express and willing to share. (IV) Learning Strategy Objectives Guide students to learn to use self - learning strategies. By previewing, they can understand the text content in advance, discover problems and try to solve them. Develop students' cooperative learning strategies. In group activities, students learn to listen, communicate, and cooperate to complete learning tasks together. Help students master the summarizing learning strategy, sort out the knowledge they have learned, build a knowledge framework, and improve learning efficiency. II. Teaching Key and Difficult Points (I) Teaching Key Points The usage of key words, phrases and the structure and usage of the present perfect tense. Enable students to understand and retell the main plot of literary works, and accurately describe the characteristics of literary characters. (II) Teaching Difficult Points Enable students to flexibly use the present perfect tense in specific contexts and clearly distinguish between the present perfect tense and the simple past tense. Guide students to use the knowledge they have learned to express their understanding and perception of literary works fluently and orderly. III. Teaching Methods Lecturing Method: Explain key words and grammar knowledge to ensure students' accurate understanding. Task - driven Method: Assign reading tasks, discussion tasks, etc., so that students can master knowledge and skills while completing tasks. Situational Teaching Method: Create situations related to literary works, such as role - playing, story scene reproduction, etc., to help students better understand and use knowledge. Group Cooperative Learning Method: Organize students to carry out group activities, promote communication and cooperation among students, and improve together. IV. Teaching Procedures (I) Lead - in (5 minutes) The teacher shows pictures of famous literary works such as Harry Potter, Robinson Crusoe, Journey to the West with the help of multimedia. The teacher asks, "Do you know these books? Who is your favorite character in these books?" Guide students to say the names of the works and their favorite characters, thus leading to the theme of this class "Who is your favorite character in literature?" (II) Knowledge Explanation (7minutes) Vocabulary Explanation The teacher writes key words like "character", "adventure", "imagination" on the blackboard and explains their usage combined with examples. For example, "The main character in this story is very brave. (The protagonist in this story is very courageous.)" "I had an exciting adventure last summer. (I had a thrilling adventure last summer.)" "Children usually have a rich imagination. (Kids generally have abundant imagination.)" The teacher explains key phrases such as "be interested in", "can't wait to do", asks students to repeat and make sentences. For instance, "I am interested in reading science - fiction novels. (I take an interest in reading science - fiction novels.)" "He can't wait to tell his friends the good news. (He is eager to tell his friends the good news.)" Grammar Explanation The teacher writes several sentences containing the present perfect tense on the blackboard, such as "I have read this book twice. (I've read this book two times.)" "She has seen the movie before. (She saw this movie before.)" Guide students to observe the sentence structure and summarize the structure of the present perfect tense "have/has + past participle". The teacher helps students understand the difference between the present perfect tense and the simple past tense by comparing the sentences: "I have seen the movie. (Emphasizes the influence on the present, perhaps knowing the movie content, etc.)" and "I saw the movie yesterday. (Only states the action that happened in the past, watched the movie yesterday.)" (III) Cooperative Exploration (10 minutes) Group Reading Divide students into groups of 4 - 5 people each. The teacher distributes reading materials with relevant articles and assigns reading tasks, such as "Answer the following questions: What are the main characters in the passage? What kind of adventures did they have?" Students read the articles in groups, discuss and complete the tasks. The teacher walks around each group and gives guidance and help in a timely manner. Group Discussion The teacher raises the discussion topic: "Share your favorite literary character in your group. Describe his/her personality and experiences using the words and grammar we've learned." Students discuss within the group, and each member shares their favorite literary character. Use the learned words and grammar to describe the character's personality traits, such as "brave", "kind - hearted", and experiences. Each group selects a representative to prepare for sharing in the whole class. (IV) Practice and Consolidation (10 minutes) Vocabulary Practice The teacher shows vocabulary fill - in - the - blank exercises, such as "The story is full of exciting ______ (adventure)." "I'm very ______ (interest) in the new novel." Students complete them in their exercise books, and then the teacher asks several students to answer, and gives explanations and comments. Grammar Practice The teacher gives grammar multiple - choice questions and sentence translation questions, such as "—______ you ______ (see) the film yet? —Yes, I ______ (see) it last week." "I have finished reading this book. It's very interesting. (Translate)" After students finish, they correct each other in pairs, and the teacher explains the common problems. Oral Presentation Representatives of each group come to the stage in turn to share the content of the group discussion about their favorite literary characters. Other group members listen carefully. After the representative's sharing, other students can ask questions or add their own opinions. The teacher evaluates the students' performance, affirms the advantages and points out the deficiencies. (V) Summary and Induction (5 minutes) Knowledge Summary The teacher guides students to review the key words and grammar knowledge learned in this class. The teacher draws a simple mind map on the blackboard, classifies the key words and phrases, and summarizes the structure, usage of the present perfect tense and its difference from the simple past tense. Method Summary The teacher and students summarize the skills related to reading literary works together, such as grasping key characters, plot development, etc.; and the methods of learning English words and grammar, such as memorizing through examples, comparative learning, etc. (VI) Homework Assignment (3 minutes) Written homework: Write a short passage introducing your favorite literary work, including the author, main characters, plot, and reasons for liking it, with no less than 80 words. Extended homework: Read a simple English literary work, such as the simplified version of The Little Prince, Charlotte's Web, etc., and share your reading feelings in the next class. V. Teaching Reflection During the teaching process, pay attention to students' understanding and application of the present perfect tense, and adjust teaching methods and exercise intensity in a timely manner. For group discussion activities, guide students to actively participate and ensure that every student has the opportunity to express. Through homework feedback, understand students' mastery of knowledge, and conduct individual tutoring or centralized explanation for existing problems. 学科网（北京）股份有限公司 $$